REPORT
RESUMES
ED 012 811 48
INTRODUCTION TO BENGALI, FART I.
BY- DIMOCK, EDWARD, JR. AND OTHERS
CHICAGO UNIV., ILL., SOUTH ASIA LANG. AND AREA CTR
REPORT NUMBER NDEA-VI-153 PUB DATE
EDRS PRICE MF-$1.50 HC-$16.04 4Q1P.
000 171
64
DESCRIPTORS- ❖BENGALI, GRAMMAR, PHONOLOGY , ❖LANGUAGE
INSTRUCTION, FHONOTAPE RECORDINGS, ❖PATTERN DRILLS
(LANGUAGE) , SLANGUAGE AIDS, ❖SPEECH INSTRUCTION,
THE materials FOR A BASIC COURSE IN SPOKEN BENGALI
PRESENTED IN THIS BOOK WERE PREPARED BY REVISION OF AN
EARLIER WORK DATED 1959. THE REVISION WAS BASED ON EXPERIENCE
GAINED FROM 2 YEARS OF CLASSROOM WORK WITH THE INITIAL COURSE
MATERIALS AND ON ADVICE AND COMMENTS RECEIVED FROM THOSE TO
WHOM THE FIRST DRAFT WAS SENT FOR CRITICISM. THE AUTHORS OF
THIS COURSE ACKNOWLEDGE THE BENEFITS THIS REVISION HAS GAINED
FROM ANOTHER COURSE, "SPOKEN BENGALI," ALSO WRITTEN IN 1959,
BY FERGUSON AND SATTERWAITE, BUT THEY POINT OUT THAT THE
EMPHASIS OF THE OTHER COURSE IS DIFFERENT FROM THAT OF THE
"INTRODUCTION TO BENGALI." FOR THIS COURSE, CONVERSATION AND
DRILLS ARE ORIENTED MORE TOWARD CULTURAL CONCEPTS THAN TOWARD
PRACTICAL SITUATIONS. THIS APPROACH AIMS AT A COMPROMISE
BETWEEN PURELY STRUCTURAL AND PURELY CULTURAL ORIENTATION.
TAPE RECORDINGS HAVE BEEN PREPARED OF THE MATERIALS IN THIS
BOOK WITH THE EXCEPTION OF THE EXPLANATORY SECTIONS AND
TRANSLATION DRILLS. THIS B«OOK HAS BEEN PLANNED TO BE USED IN
CONJUNCTION WITH THOSE RECORDINGS. EARLY LESSONS PLACE MUCH
STRESS ON INTONATION WHIP): MUST BE HEARD TO BE UNDERSTOOD.
PATTERN DRILLS OF ENGLISH TO BENGALI ARE GIVEN IN THE TEXT,
BUT BENGALI TO ENGLISH DRILLS WERE LEFT TO THE CLASSROOM
INSTRUCTOR TO PREPARE. SUCH DRILLS WERE INCLUDED, HOWEVER, ON
THE TAPES. (AL)
I
* o • •
iiiERiC.....;
/
by Edward C. Dimock, Jr., Somdev
Bhattacharji, and Suhas Chatterjee
A basic course in spoken Bengali,
with emphasis upon speaking and
understanding the language.
Asian Language Series
East-West Center Press — Honolulu
$5.00
i
INTRODUCTION TO BENGALI
PART I
o
ERIC
Introduction to Bengali, Part I
By
EDWARD DIMOCK
SOMDEV BHATTAOHARJI
SDHAS CHATTER JBE
Published for
the South Asia Language and Area Center«
by EAST-VEST CENTEP PRESS
University of Chicago
Honolulu
This voliuno ia one in a aeriea of experlsiental language
textbooks in South Asian Languages written and prepared in the
the South Asia Language and Area Center at the University of
Chicago under contract^ with the Office of Education, Depart-
ment of Health, Education, and Welfare, Washington, D.C* The
East-West Center Press distributes these volumes for the South
Asia Language and Area Center*
o Copyright by the East-West Center Press
University of Hawaii
Library of Congress Catalog Card !(fu«bor: 65-2725!!,
Printed in the United States of America
PREFACE
«
The following materials for a basic course in spoken Bengali
represent a revision of the work first produced by Edward Dimock and
Somdev Bhattacharji and dated September* 1959» This revision has been
made by Edward Dimock* Somdev Bhattachar ji* and Suhas Chatterjee* on the
basis of their experience with two years classroom work with the ma-
terials* and with the helpful advice and comments of those to whom the
first draft was sent for criticism.
Since the iirst draft of these material • was finished in 1959* the
first several units of Spoken Bengali by Ferguson and Satterthwaite* as
well as materials for other modern South Asian languages* have become
available. While Ve have profited by these* our materials differ some-
what in emphasis from them. As has often been pointed out* a language
with the richness and breadth of Bengali warrants two* or even several*
treatments in teaching materials* Our conversations and drills are
oriented less toward practical situations than toward cultural concepts,
facts of Bengali life and history* and selected grammatical points; to
these considerations we have occasionally sacrificed the illusion of
reality. This does not mean that we neglect the structure of the lan-
guage and do not attempt to train people to speak. On the contrary* the
heavy emphasis of our basic course is upon speaking and understanding
the language. But in our approach we have aimed at a compromise between
purely structural and purely cultural orientation. Student aims* as
well as teachers* interests and methods* differ.
All except the explanatory materials and translation drills have
been taped* The use of this book* in fact* assumes the use of these
tapes* Much stress is laid* for example* on intonation* in the early
lessons. This obviously cannot be understood properly unless it is
neard. The work also assumes a certain amount of effort on the part of
the instructor. For example* pattern drills, English to Bengali* are
given in the tc'xt; Bengali to English drills of the same type are not
vi
(although such drills are included on the tapes). The preparation of
additional types of drills we have left, in this version at least, to
the instructor.
Vfe are greatful to Mr. Hichard B. Martin of the language laboratory,
University of Chicago, for his assistance in the preparation of the
taped drills, to our students, for their patience while these materials
were being developed and for their criticism, to Mrs. Arati John, to
Muzaffar Ahmed and Roushan Jahan of the University of Chicago South
Asian Languages Program, for their help with the preparation of the
tapes, to Professor Punya Sloka Ray of the University of Chicago for
his direct help, advice, and constant encouragement, and to various
scholars who have given us their advice and criticism on previous ver-
sions of this work. Our thanks also go to the Pord Foundation and the
United States Office of Education, to whom the second draft of this work
was submitted in December, 1961, in fulfillment of contract. However,
it goes without saying that neither of these agencies is in any way re-
sponsible for the materials in these pages or for the manner of their
preparation.
Edward C. Dimock, Jr.
Somdev Bhattachar;ji
Suhas Chatter jee
The University of Chicago
May, 1964
CONTENTS
Page
Introduction
lx
Part I. Phonology
1
Lesson I
55
Lesson XI
71
Lesson III
89
Review I
105
Lesson IV
111
Lesson V
150
Lesson VI
lit 4
Review II
160
Lesson VII
169
Lesson VIII
185
Lesson IX
198
Lesson X
215
Lesson XI
228
Lesson XII
2l).0
Lesson XIII
256
Lesson XIV
266
viii
Pag®
Lesson
XV
279
Lesson
XVI
290
Lesson
XVII
Lesson
XVIII
315
Lesson
XIX
329
Lesson
XX
Lesson
XXI
553
Lesson
XXII
367
INTRODUC^IION
I. THE LAITGUAGE
The Bengali language is spoken by upwards of seventy millions of
people in the eastern part of the Indian sub-continent; it is a recog-
nized language in both the Republic of India and the ilepublic of
Pakistan*
Bengali is an Indo-European language » and therefore of the same lin-
guistic lineage as English and the other European languages, though of a
different branch of the family* The branch of the family to which Ben-
gali belongs is called Indo-Iranian; its sub-branch is called Indie* In
the Indie family among the modern languages (of which the direct ances-
tor is a foimi of Sanskrit) are Bengali, Hindi, Marathi, Gujarati, bindhi,
Assamese, Oria, Punjabi, Nepali, Sinhalese, and hashmiri* These lan-
guages are closely related to one another, as are, for example, Italian
and Spanish of the European Homance branch of the Indo-European family*
There are three other major language families in the sub-continent, the
Bravidian (including Taiail, Tolugu, kalayalam, and Kannada;, tuo Tibefco-
Burman languages of the north-east, and the Austric or Munda family
(tribal languages of central and eastern India)*
The immediate origins of the Bengali language are somewhat obscure.*
The chances are t.iat it derives directly from an Eastern variety of an
Indie language closely related to Sanskrit, perhaps a "dialectical' var-
iety of that language* In any case, in the stages of Indie language
development known as Prakrit and Apabhramsa, it seems clear that in the
eastern areas of the Indian sub-continent — those areas now occupied by
the states of Bengal, Assam, Orissa, the eastern parts of Bihar, and the
Pakistani province of East Bengal — divergent foims of language wore
developing. The earliest work in Bengali which has been so far discover
Por an extensive study of its history, see b*K* Chatter j ij>
and Bfiv elonment of the Bengali Languag e, Calcutta University, 2
1 ‘‘) 25 ^
Origin
voisf;
X
ed is that of the so-called carya-padas > late Buddhist religious verses.^
Some scholars date these songs as early as the 8th centruy, though the
10th century would perhaps he more accurate* Interestingly, these songs
have been claimed hy the Assamese to he in Old Assamese, hy speakers of
Oria to he Old Oria, hy speakers of Hindi to he Maithali, and hy Bengalis
to he Old Bengali.
Bengali has a very long and a very rich literary tradition. The
high points of Bengali literary accomplishment have been in the periods
of the 14th through the l?th centuries, when a great Vai§]java religious
literature including lyrics, biographies, and theological treatises was
written, and the 19th and 20th centuries, when Bengali literature under-
went a renaissance in contact with Western literary forms. This is the
period in connection with which such names as Rabindranath Tagore and
Bankim-candra Ohatterji are heard.
That Bengali literature has had these peaks does not mean that be-
tween them things were stagnant. On the contrary, in other periods much
literature of interest and often of outstanding quality was being pro-
duced: for example, the Candl-mangal of Mukundaram and the Vidya-sundar
of Bharatcandra* The Muslim rulers of Bengal, who held sway from the be-
ginning of the 13th century until their defeat hy the British in 1757,
were in large part ardent patrons of Bengali literature. Under their
patronage both Hindu and Muslim writers flourished.^
2. TYPE OF LANGUAGE
The language which you are about to begin learning is called "stan-
dard colloquial" Bengali. This is the form of the language which is spo-
ken by a very large number of people throughout both West Bengal and East
Pakistan today, though it includes elements peculiar to V/est Bengali
speech, and originally was probably the language spoken in and around the
city of Calcutta. This does not mean that it is the only form of the
spoken language which exists. Dialectical varieties of Bengali occur,
and the dialects of, say, Burdwan district in West Bengal, and Chittagong
2* The carya-padas were discovered in a manuscript in Nepal by M*M.
Haraprasad Shastri. They have been published several times in Benglai,
^d some of them translated into English (Sukumar Sen, Old Bengali Texts
Indian Linguistics , Calcutta, 1948), and into Drench (M. Shahidullah,
Les chants mystiques » Adrien-Maisoneuve y Paris, 1928)*
3* _ Dor full discussions , see Sukimar Sen, History of Bengali Literature ,
Sahitya Akademi, New Delhi, I960; D.C. Sien, History of Bengali Language
and Literature , Calcutta University, 1954; J*C. Ghosh, Bengali Literature ,
Oxford University, 1949*
o
ERIC
xl
in East Pakistan differ so widely as to "be practically unintelligilDle to
one another* And, the form of the language spoken in one of the major
dialect areas of East Pakistan, in and around the city of Dacca, differs
from that presented here not only in lexicon, hut also to a considerable
extent in phonology and morphology* But the "standard colloq.uial" , or
calit-hhasa , will he spoken and understood hy educated people at both
extremes*
3* THE I'LATERIALS
a* Aims
The title of this hook is An Introduction to Bengali * V/e
will not neglect the written language; part of our purpose is to teach
you to read Bengali well, and An Introduction to Bengali, Part II , deals
with this* But it has seemed to us sound practice to introduce you to
the spoken language first* Before we begin to teach you the written
language we want you to he able to carry on simple hut reasonably fluent
conversation in Bengali* Thus Part II of this Introduction , the reader,
is designed to follow about five lesson units behind Part I* Our rea-
sons for putting the spoken language first are three* Eirst, it is as-
sumed that you will be using the spoken language sometime in the future,
that you will at some time be in Bengal* Secondly, the Bengali writing
system is quite as deviant from the pronunciation of the language as is
the English one; to learn to spell Bengali words in Bengali script is
not the most elementary, and therefore not the first, task* Pinally,
and perhaps most important, we feel that reading the language will come
easier to you if its sentence patterns have become familiar through
speech* In other words, when you learn to read you will be able to
think of a Bengali sentence or clause as a unit, and not be forced to
read ’Word by word", trying to fit each word into the sentence pattern
consciously and slowly* The importance of this will be seen when it is
realized that Bengali is a "leftward-branching" language in its clause
and sentence structure; the verb comes at the end of the clause or sen-
tence* If you first learn to think of the verb as coming in that posi-
tion, your eye will go there automatically; good habits are more easily
established through speech* Purther, Bengali is not a highly inflected
language, in which there are many case-endings and other factors to make
the relationships of words to each other obvious; on the contrary, Ben-
gali, like English, is a language in which great subtlety is possible
through syntactic variation* You would be more puzzled by this if you
o
ERIC
xii
attempted to go directly to the written language than you will he by mas
tering the patterns of the spoken Bengali first.
"b* Arrangement of materials .
The arrangement of each unit or lesson within the book is
as follows:
1. Conversation. "Build-up", translation, and Bengali.
2. Grammatical points which occur in the conversation
materials, and syntax diagrams.
5* Pattern Brills.
4. Translation drills: English to Bengali.
Vocabulary.
Eor the first several lessons, the system of taped drills will be out-
lined in the written text of the lesson as section 2.
The student is expected to deal with this material as follows:
1. Conversation.
The conversations and other drills are recorded on tape. Be-
fore each class, the student should spend time listening to the taped
drills of the lesson, memorizing the sentences and mutations, and pre-
paring himself to be able to reproduce them flawlessly in class.
"Elawlessly" means not only in good grammatical form, but with good
pronunciation and intonation as well. In the class, the instructor will
move around the room, asking each student to reproduce the sentence,
first in English, then in Bengali. As one student repeats, other stu-
dents should repeat the sentence under their breaths. If a mistake is
made, both instructor and student should repeat the sentence in full,
with corrections. The sentences can then be used as conversations, with
the instructor as A and the student as B, or with two students taking
two parts, or with some other arrangement. The conversation is the base
of the whole lesson. It is necessary, therefore, that the sentences in
it should be perfected before going on.
2. Grammatical section.
This section is designed to give variants and to highlight for-
mal types of structure which occur within the basic conversation . The
grammatical section is not designed to stand alone, but to extend what
has already been memorized. Knowing what is in this section will not
enable you to speak the language. But occasionally verbal or other
paradigms occur within this section; it will not hurt to memorize these.
It is important that you know what is in this section — read it with
xiii
care, and drill on it where necessary, i’or the first several lessons
also, there are charts of sentence structure included in the granimar
section. Go through these charts carefully, forming possible Bengali
sentences. The instructor may also use these charts as a basis for con-
structing Bengali sentences for comprehension drill. In such a compre-
hension drill, the instructor should speak the Bengali sentence; after
him, the student will repeat the sentence and translate it into English.
2.1. Taped drills.
In addition to saturation, repetition, and response drills on
the sentences of the basic conversation (which will be described in the
text in Lesson l) , there will be on the tapes of each of the first ten
lessons a series of "mutation drills". These will be rapid-fire sen-
tences based on the grammar section and designed to fix in your minds
the ma;jor grammatical concepts of the lesson.
5* Pattern drills.
These drills are based upon the sentence patterns which occur
within the conversation, with variation first in vocabulary, and later
with more elaborate variations. The purpose of these is to fix a sen-
tence pattern in the student's mind, so that he can reproduce the pat-
tern automatically, with his concentration only upon the substituted
form or forms. This type of drill is good also for vocabulary. The
instructor will move around the class, drilling each student on the
pattern* It is to be noted that these pattern drills are designed only
as a base; it is expected that the instructor will add variations of his
own. It is to be noted also that the pattern drills are vertically con-
structed, so as to constitute a connected conversational sequence: i.e.,
la, 2a, 3a, .etc.; lb, 2b, 3b, etc. Although the patterns are given only
in English in the text, on the tapes they are arranged as follows:
Bengali
Space for repetition
Bengali
Space for repetition
The student will follow the English with his eye, while listening to and
repeating the Bengali.
4. Translation drills.
These also are based on the conversation, though they are more
deviant than are the pattern drills. It is expected that the student
will write these translations out, at first in transliteration and, af-
ter it has been learned, in the Bengali script. The vocabulary in the
xiv
last section of each lesson is designed to go with both the pattern
drills and with these translation exercises.
5* Vocabulary cards.
Plash cards, with a single item and its meaning on each card,
should be made and kept up to date. These cards should be made out in
transliteration and, after it is learned, in Bengali script.
6. It is to be noted that there are other types of drills
which can be profitably used — for example, completion drills, in which
a correct but incomplete Bengali sentence is given, to be completed by
the student with the appropriate item or items. It is also expected
that unprepared conversations will be used, in which the instructor sup-
plies a stimulus in the form of a physical object, or in the form of
statements and q.uestions to the students. Students will answer in Ben-
gali, and, when corrected, repeat the complete Bengali sentence.
c. The method .
1. The materials presented here assume that one of the
instructing staff will be a native-speaking Bengali. The following
points should be remembered about this method of instruction, which may
be new to some. Pirst, as will be pointed out again, mimicking the
speech of the Bengali speaker is not insulting or impolite in the learn-
ing situation. On the contrary, it is flattering to him that you want
to learn hia language correctly. Try to imitate his speech as closely
as possible. It is his native language, and he knows how it should be
spoken. Secondly, the speech of one Bengali speaker might differ slight-
ly from that of another, just as an American from Boston will speak dif-
ferently from one from Texas. But as both Bostonians and Texans speak
good American English, so you will speak good Bengali if you imitate the
speech of your instructor.
It is always a temptation for American students to trust their
analytic ability more than their reflexes, and thus to want to think
through each response carefully before making it. This method usually
leads to the correct response, but at the expense of speed. The system
presented here is based on a somewhat different concept. While in no
sense do we discount the value and even the necessity of analysis on the
part of the student in language learning (minds trained to reason will
automatically seek to categorize and classify phenomena, grammatical and
otherwise), we have arranged the material on the theory that by constant
repetition and corrected drill on forms and patterns, a correct response
f-
'S4&»5'
XV
becomes a reflex* 11; will 1;hus be necessary for 1;he s1;uden1; 1;o unlearn
certain habits* to learn to trust his reflexes* He will usually* to his
surprise* find that his responses are right* even though he might not
fully imderstand why* And do not worry about making mistakes; this also
is part of the learning process* and you will have a chance to correct
yourself*
2* It is wise to remember that you are about to begin learning
a language which is perhaps different in grammatical and other concepts
from those European languages with which you are used to dealing* Every
language has its uniq.ue q.ualities* Do not try to impose the traditional
grammatical concepts which you might have learned in Latin* for instance*
on Bengali* In some cases it might work* but in others it might only
serve to cloud the issue*
5* Learning a language is work* Chere are possibilities of
easing the strain* and we have tried to help with this as much as pos-
sible; but there is a point beyond which nothing but your own effort will
suffice* You will need to memorize vocabulary and patterns* you will
need to work to perfect your pronunciation; there is no way around this
in learning any foreign language by any method*
4* Finally * relax. VThen they reach the point at which they
can read and speak the language with some competence* most people feel
amply rewarded for their effort* In reaching that point* however* there
might be some periods during which you feel that little progress is being
made* All that we can say is that you can be taught the language if you
are willing to learn* Do not be discouraged if things do not seem to go
at first as fast as you had hoped they would* And do not be discouraged
if you cannot read and speak the language like a Bengali at the end of
two years* to say nothing of two months, of study. V/hatever might be the
advantages of modem language teaching methodology* it still falls short
of the miraculous* lo gain complete fluency in any language one must
hear, speak* and read it constantly* and these are requirements which ob-
viously cannot be met in the average American university situation* \fe
can and will give you a good grounding in the language* and with practice
you will soon reach the point where you will be able to read and speaks
it will only take your cooperation.
M INTRODUOTIOIT W BENGALI
PART I. PHONOLOGY
!• The following is a diagram with which you should become familiar.
Examine the diagram and locate the parts of your mouth indicated with the
help of your tongue and of a mirror. The proper reproduction of Bengali
sounds is going to force your articulatory organs into positions which
will be unfamiliar to you, unless you already happen to know some other
Indo-Aryan language. The more aware you are of the location of the ar-
ticulatory organs and points of articulation, the more control you will
have over them, and the easier it will be for you to learn to put your
tongue and other organs in proper position for the reproduction of a par-
ticular sound.
2. At first, the reproduction of certain Bengali sounds may seem a bit
awkward to you. It is important to remember that all people are given the
same set of articulatory organs, and that almost any individual can
learn to reproduce the sounds of any spoken language. The vocal muscles
(A — nasal passage)
B — upper lip
0 — upper teeth
D — alveolar ridge
E — palate
E — velum
G — tongue blade
H — tongue tip
1 — lower teeth
J — lower lip
Diagram A
2
of some individuals, however, may he more fully developed than those of
others, just as a particular individual may have a more fully developed
and more controllable set of biceps or any other muscles. Therefore some
may find that they can learn to reproduce unfamiliar sounds easily and
rapidly; others may find that they have a little trouble at first. It is
vital for those who do seem to have a little trouble at first to realize
that learning to pronounce Bengali sounds v/ell is a matter of establish~
ing a new set of articulatory habits; these will come with time, effort,
and practice. You will be able to pronounce the language well if you
want to do so enough to work at it.
The student should be ready to mimic the speakers whom he hears,
hvery inflection, every lip movement, every tongue movement,
every gesture -- oral ^d non-oral — should be repeated by the
student with as much fidelity as he can attain. He may "feel
queer' in attempting to mimic but he should remember that he
has a choice; (1) he may choose to appear queer to himself but
5° native because of the accurate reproduction
he may choose to appear natural to him-
seli but seem to the native speakers of the language to be verv
queer and "foreign" because of his carry-over of English sounds
1;o 1 j1i 0 o1;Ji0r languag0» In adul*b soci0l;y wi*bliin a singl© languag©
group It is likely to appear highly discourteous for one person
to mimic another, but when different languages are involved the
speakers of the one are highly pleased when a foreigner attempts
to speak their language flawlessly. The mimicry of foreign
sp0aic0rs wilili scrupulous a1j1j0n1;ion *bo d0*bail is socially com**’
mcndalDl© rather than rude^ The student should take every oppor-
tunity, therefore, of trying to mimic native speakers, taking
care to reproduce their sounds as accurately as possible.
3 « Symbols .
Since the roman alphabet does not allow for the representation of certain
of the sounds which occur in Bengali, modifications of it have been made
in the romanized transcription in which this part of An Introduction to
lias been partially written. We have tried to use as few unfamil-
iar symbols as possible, but a few are unavoidable. These will quickly
become familiar to you. Those which may be unfamiliar are the following:
/ 1 ?/ (subscript dot). There is only one English sound repre-
sented by the symbol t. In Bengali there are two, "dental"
and '*retrof lex". The retroflex sound is represented there-
fore by a letter with a sub-script dot. The dot will occur
with the letter symbols and
i-honemics, A Technique for Reducing languages to
_£iiJng_» Ann Arbor: University of Michigan Press, I947. p. 12.
1
3
2* /i]/* sound is that represented in English orthography by
the letter-sequence ng: the final sound in the word "ring"
(L’riq])* The sound is a single one, and therefore is repre-
sented by a single symbol in phonemic writing; this also saves
orthographic confusion when there is a phone sequence Cqg3 , as
there sometimes is in Bengali.
/th/. This symbol does not represent the sound which it repre-
sents in the English words "thin" or :^en" , but symbolizes an
aspirated dental stop* For a discussion of aspiration, see
below, section 4.1.4*
4. /s/ is one of the common phonetic symbols for the sound repre-
sented by the English letter-sequence sh. The English word
"shin", therefore, would be represented in our transcription as
LsinJ •
/ffi/ is the symbol for the vowel sound in the English word "cat"
( L khffit] ) .
/o/ is the symbol for the vowel which some American dialects
have in the word "law" (LloJ) or "saw" (LsoJ); those in whose
dialects this sound does not occur will have to learn it as a
new sound. See below, section 5*3»2.3.
7 . In connected sequences of words, you will also find the signs
’ and "• These are intonational signs, ’ marking a pause with-
in a sentence, and " the termination of a sentence.
3«1. Since Bengali orthography is quite as deviant from pronunciation as
is j^nglish orthography, we will not introduce the Bengali script until a
fair grasp of pronunciation, vocabulai'y, and word and sentence patterning
has been gained. It is advisable, however, for the student to learn to
work in Bengali script as quickly as possible after it has been Intro-
duced. Leaning too heavily on the transcription can be d.angerous in
learning the written language.
4 . The Bengali sounds .
4 . 1 . Consonants.
The following is a list of the significant Bengali consonant sounds. The
list follows the Bengali alphabetical order: the way in which the conson-
ants. are arranged in a Bengali dictionary (consonants as a block follow
the vowels as a block;. Therefore it will save you trouble in the future
' i.)-
The consonants are
if you learn them this way*
Cko> kho> go> gho > 013 > co> oho > jo> jho> 1 ?o, ■|;ho> ^o> ^ho»
t, th, d, dh, no> po> pho> ho* hho* mo> ro> lo> so> (so)>
ho 3
4*1*1» A chart of Bengali phonemes (refer to Biagram A) is as follows;
Lahial
Dental
Palatal
Retroflex
1
1
Velar
Glottal
Unaspirated
Aspirated
Unaspirated
Aspirated
Unaspirated
Aspirated
Unaspirated
1
Aspirated
n::J
<D
•H
ft
CQ
05
B
Aspirated
Stops
Voiceless
P
ph
t
th
c
ch
•t
th
k
kh
Voiced
b
bh
d
dh
;)
dll
^h
g
gli
Nasals
m
n
Laterals
1
Flaps
r
Spirants
s
s
h
4*1. 2* A chart of the Bengali sounds, in the traditional Indian
arrangement, is as follows:
Stops
Other
Voiceless
Voiced
Voiceless
Unaspirated
Aspirated
Unaspirated
Aspirated
Nasals
03
ft
cd
H
ft
Laterals
Spirants
1 Velar
ko
kho
SO
gho
OD
Palatal
Co
cho
do
dho
so
Eetroflex
1?0
i?ho
^0
^ho
Dental
to
tho
do
dho
nc
ro
lo
so
Labial
po
pho
bo
bho
mo
Glottal
ho
6
Many of these consonant sounds will be completely familiar to
speakers of American English* iChe familiar sounds are:
kh
as
in
American
English
“kit"
likhit]
g
as
in
American
English
“get"
Lget3
U
as
in
American
English
“ring"
Criq]
ch
as
in
American
English
“chat"
Ccheet]
d
as
in
American
English
“dam"
CjsemJ
Ph
as
in
American
English
“pan"
fphsen]
b
as
j.n
American
English
“ban"
[band
m
as
in
American
English
“man"
[meenJ
1
as
in
American
English
“lamb"
Clsem]
s
as
in
American
English
“shin"
£sin3
s
as
in
American
English
“sin"
Csin.)
h
as
in
American
English
“ham"
LhecmJ
It will be noticed that in some cases the normal English orthography is
adequate for the transcription of Bengali* English has no distinction
between aspirated (e*g*> kh) and unaspirated (e*g*> k) stops* Though the
the English word is spelled "‘kit‘S the sound is actually LkhitJ* There
will be a discussion of aspiration in section 4*1*4* > below*
4*1*4* Unfamiliar sounds*
The sounds which will be unfamiliar to most speakers of American English
include:
4*1* 4*1* The voiceless unaspirated stops* These are Lk> c> t> p3*
(Bor a discussion of C't) t], see below* section 4* 1*4* 3*)
The term ’’unaspirated" means that there is no forcible discharge of breath
after the stop has been made and released* I’he term "stop” means uhat
there is a oompleie stoppage of breath at some point in the mouth made by
a closure of articulator against one of the points of articulation (e.g. *
the tongue stopping the breath by closing against the alveolar ridge makes
an “alveolar stop"); as the breath is stopped completely* a “stop can be
o
7
held as long as the "breath can be held. The term "voiceless” means that
the vocal cords a^-e kept loose, and that there is therefore no sonorous
vibration as there is in "voiced" sounds* The distinction is that be-
tween pairs, identical expect fop? voicing: Ek] (voiceless) and Eg3
(voiced); Cp3 (voiceless) and Cb] (voiced); Cel (voiceless) and Eg]
(voiced). Say the pairs aloud and notice the difference between them*
Aspiration: Most English voiceless stops are aspirated, though they are
aspirated with less force than are Bengali stops. Aspiration is easy to
demonstrate* Take a piece of tissue paper or a lighted match or candle
and hold it before your mouth. Then pronounce the following English
words :
kit cat chat
pit pat tat
The tissue paper or the flame will move with the release of the initial
stop in each of these words. The breath which moves the paper or flame
is the normal English aspiration of an initial voiceless stop of a mono-
syllabic word or a stressed syllable.
Most English voiced stops are unaspirated* Taking the paper or the
flame, pronounce the following English words:
gat bat dot
bit jot got
The paper or the flame will not move with the pronunciation of these
words. It is clear, then, that normal American English has both as-
pirated and unaspirated sounds* However, aspiration in English is con-
nected for the most part with voiceless stops, and non-aspiration with
voiced stops. The two series are incomplete. Bengali, on the other hand,
has complete series of aspirated and unaspirated stops both voiceless and
voiced.
Pronunciation of voiceless unaspirated stops: English does have voice-
less unaspirated stops in certain easily defined types of situations.
These sounds therefore will not be entirely unfamiliar. Take the tissue
paper or flame, and pronounce the following sets of English words:
£it
kit
jcat
top
s;^it
skit
sjcat
s^op
8
In the pronunciation of the words in the first column) the paper or the
flame should move* In the pronunciation of the words in the second column,
it should not* Voiceless unaspirated stops in English occur when follow-
ing and when final in a word* There is a third stiuation in which
voiceless unaspirated stops occur* Pronounce the following English words:
con cert con certed
con trast (noun) con trast (verb)
conv ert (noun) conv ert (verb)
In the pronunciation of the words in the first column, the paper or flame
will move on the underlined syllable* In the pronunciation of those in
the second column, it will move less or not at all* This is due to the
stress pattern of English* Voiceless stops are unaspirated or nearly un-
aspirated in unstressed syllables*
There will be drills on the pronunciation of voiceless unaspirated stops
below, in section 4*3*
4* 1*4* 2* Voiced aspirated stops*
To repeat, the term "voiced" means that in the pronunciation of the
sound the so-called "vocal cords" are tightened; as the breath passes
through them they vibrate, setting up a resonance, much like that from
the plucked ti^t string of an instrument* The Bengali voiced unaspirat-
ed stops, (e*g*, g, j, (3-, d, b) are approximately the same as in English*
The series of voiced aspirated stops, however, (e*g*, gh, jh, dh, bh)
will be less familiar. The closest one can come in English to approxi-
mating a voiced aspirated stop is in such seq.uences as:
doghouse
cardhouse
In English, however, there is a syllabic break between the d or and the
the following h, which is not present in the pronunciation of the Ben-
gali sound* Polish and finess in pronuncing voiced aspirated stops
are important in speaking the language clearly and well*
4*1*4* 3» Dental and retroflex stops*
American English has a set of stops represented by the letters t (voice-
less) and d (voiced)* Bengali has two sets of stops of this type: dental
and retroflex* Dental stops are those represented symbolically in the
charts and lists above as [t, th, d, and dhJ * Retroflex stops are those
9
represented by [-J?, •yh» and A great deal of care should be taken
in learning to hear and to reproduce these two types of sound* As will
be seen* a mistake in pronunciation will make a difference in what you
say. The distinction between dentals and retroflexes seems to give some
American students trouble at first. There is no reason why it should
long continue to do so — proper pronunciation is a matter of practice.
Oare should be taken form the very beginning to make the contrasts
clear. Otherwise, sloppy pronunciation habits will result.
A. 1. A. 5*1* Dental stops.
Diagram B.
The English sounds represented by the letters _t and d are usually al-
veolar sounds — i.e. , sounds made by the contact of the tip of the
tongue (A) with the area of the alveolar ridge (b). Pronounce the
English words
tip dip tank
top dim dank
Notice the area of the alveolar ridge with which the tip of your tongue
comes into contact.
The Bengali sounds represented by the symbols Ct, th, d, and dh3 are
dental sounds. They are made by contact of the tip of the tongue (A)
with the back of the upper teeth near the gums (B).
!
10
Practice making dental stops with the tongue in the proper position.
Drill on dental stops will he in sections below.
4*1.4. 2* Retroflex stops.
These stops are made with the tongue curled back (retroflexed) toward
the mid-palate. Contact for the stop is made between the tip of the
tongue (a) and the area just behind the alveolar ridge (B).
Diagram D.
It is interesting and perhaps instructive to note that the ordinary
English alveolar stop often sounds to a speaker of Bengali like a
11
retroflex stop. When writing English loan words in Bengali, the symbol
for the retroflexed stop is most often used. This is because the al-
veolar area is closer to the retroflex region of the palate than to the
dental area. More care, then, will have to be taken with the dental
stops than with the retroflexed ones.
4.1.4. 5 * Nasals.
As is the case with stops, the ordinary American English nasal repre-
sented by n is usually an alveolar or pre-alveolar sound. The Bengali
nasal represented by n is usually, however, a dental sound; it is ar-
ticulated with the tongue in about the same position as it is for the
dental stops.
4. 1.4.4. Flaps.
The flap is a type of sound familiar to speakers of British English,
but not to most Americans. If you can say the word "very" as a British-
er would say it, you will be making a flap r (represented as Cr 3 ). A
flap is a sound similar in manner of articulation to a stop, the essen-
tial difference between the two types of sounds being the duration of
contact between the articulator and point of articulation. A stop by
definition obstructs the breath completely, and can be held as long as
the breath can be held. A flap, on the other hand, merely taps once
the point of articulation with the tip of the tongue.
There are two types of flaps in Benglai. The first is a dental flap,
made by contact of the tip of the tongue (A) with the post-dental or
pre-alveolar region (B):
Diagram B.
o
12
The second is the retroflex flap, made by contact of the tip of the
tongue (a) with the post-alveolar region (B):
Neither of these sounds is difficult to make, hut many American students
have a tendency to use their own r, which is not a flap and quite a dif-
ferent sound from either of the Bengali sounds in question* A good
deal of practice might he necessary with these sounds; drills are given
in section 4*4*5*2*, helow*
4*2* Consonant drills*
For the time being, the meanings of the words given helow are not impor-
tant* You will read and hear the meanings of the words, and will remem-
ber some of them* But our first purpose is not to learn these words; it
is to get their pronunciation correctly*
4*2*1* Ah/ (voiceless aspirated velar stop)* Note that in word-final
position, the aspiration tends to he lost* (With some Bengali speakers,
the aspiration tends to he lost when the stop occurs in any position hut
syllable-initial*) Using the tape, drill on the pronunciation of the
following Bengali words:
English
Initial position:
envelope
very
Bengali
kham
khuh
15
canal
khal
empty
ditch
food
I eat
Medial position:
khali
khan a
khabar
khai
mix
branch (subdivision)
Pinal position;
makha
sakha
lakh (unit of 100,000)
happiness
Utterances:
lakh (lak - free variant in
this position^)
sukh (suk ~ f.v.)
I eat food
This piece (of cloth)
is very bad
i
ami 'khabar khai"
ekhana'khub kharap"
4*2*2* /g/ (voiced tmaspirated velar stop).
English
Bengali
Initial position;
song
cheek
body
tree
round
Medial position:
gan
gskl
ga ;
gach (gac - f.v.) ;
gol
(to) strike
within reach
fire
garden
Pinal position;
laga
nag ale
agun
bagan
snake (learned word); nag
surname
type of red powder phag
!• Hereafter the abbreviation f#v* will be used.
o
14
utterances;
I sing a song ami’gan gai"
My cheek is red amar gal'lal"
4* 2* 3* /q/ (velar nasal)* The phone /q/ does not occur in initial
position in Bengali.
Medial position:
violence (injury, harm)
plough
world, family
Bengali (person)
Bengali (language)
Pinal position;
clown
hiqsa
laqol
soqsar (soqsar - f*v.)
haqali
haqla
soq
4*2*3*1* The velar nasal /q/ frequently occurs medially in cluster with
/g/ and A/, thus;
with (accompanying) soqge
(Janges River goqga
arithmetic sum oqko
Utterances;
(speak
I speak Bengali
I eat meat
He dresses like a clown
hoi-)
ami'haqla holi"
ami* mags 0 khai"
se*loi 3 saje’*
4*2*4. /oh/ (voiceless aspirated palatal stop).
Initial position;
ashes
skin, hide
goat
(to) print, stamp
son, boy
Medial position;
bed, bedding
chai
chal
chagol
Chapa
chele
bichana (common variant:
bisna)
15
year
bochor
child (affectionate)
bacha
I am
achi
false
miche
it is
ache
I’inal position:
tree
gach (gac - f -v* )
fish
mach (mac - f.v. )
Utterances ;
The fire becomes ashes
agun’chai hoe"
The boy is bad
chele^kharap"
The boy sings a song
chele'gan gae"
(sit
bos-)
He sits in the tree
se'gache bose"
4«2*5« /d/ (voiced unaspirated palatal
stop, the point of articulation
which is slightly more toward the front
of the mouth than is the Eng-
lish sound represented by j).
Initial position:
water
jol
net, snare (noun)
jal
(to) know
jana
(to) wake up
daga
ship
dahad
who (relative pronoun)
de
that which
da
I kindle
dalai
shirt
dama
Medial position:
(to) dress, decorate
sada
(to) sound, ring
bad a
I scour
madi
Pinal position:
easy
lohod
work
kad
utterances
Worls; is easy
He goes on a ship
There is a fish in the
kaj ’lohoj"
se'jahaje jae"
jole’jal ache*’
water
The net is in the water jole’jal ache"
There is a fish in the net jale’mach ache"
4»2*6* /ph/ (bilabial voiceless aspirated stop)* In lax or rapid
speech /ph/ tends to become a sound very much like the one represented
in English by the letter f ; some speakers of Bengali have a sound which
is bi-labial spirant, made by an expulsion of breath through a narrow
aperture in the lips* Note the tendency toward the loss of aspiration
in the final position*
Initial position:
flower
fruit
whispering
(to) return
chip, slice
(to) drop
kind of red powder
phul
phol
phis phis
phera
phala
phaela
phag
Medial position:
(to) jump
fruitless
laphano
biphol
Pinal position:
pardon (noun)
maph (map - f*v*)
Utterances;
(The) boy jumps
Flowers are in the garden
Fruit is on the tree
chele ’laphae "
phul’bagane ache"
gache phol"
4*2*7* /b/ (bilabial voiced unaspirated stop)
Initial position:
flood
sister
ban
bon
17
(to) sit
(to) speak, say
Bengali (language)
(to) sound, ring
Medial position:
father (affectionate)
food
stupid, foolish
Final position:
very
all
Utterances:
He speaks Bengali
Father eats
He sits with my sister
(play
All the hoys play in the
garden
hosa
hola
haqla
haga
haha
khahar
haha
khuh
soh
se^haqla hole"
haha khan"
^e’amar honer ^oqge hose"
khsel -)
soh chele’hagane khsele"
4* 2* 8* /m/ (hilahial nasal)*
Initial position:
mother
ma
maternal uncle
mama
garland
mala
meat
maqso
fair
msela
name of a month
magh (mag ~ f*v*)
jition:
(to) descend
nama
coat, jacket
jama
long, tall
lomha
I
ami
.tion:
name
nam
envelope
kham
18
mango
Utterances:
I am a Bengali •
My sister eats mangoes •
My name is Lai .
My mother is tall .
My uncle sits with me .
4 - 2 . 9 - /l/ (dental lateral).
am
ami baqali"
araar hon’am khac"
amar nam’lal”
araar ma'lomba”
amar mama ’amar so 133a boson”
Initial position:
red
lal
(to) jump
laphano
longf tall
lomba
(to) hitf strike
laga
unit of 100 f 00
lakh (lak - f.v. )
(to) write
lekha
Medial position:
(to) play
khsela
(to) drop
phsela
empty
khali
gardener
raali
(to) speak» say
bola
Pinal position:
water
jol
cheek
gal
flower
phul
goat
chagol
Utterances:
My gardener is very tall.
amar mali’khub lomba”
My sister plays in the
garden.
amar bon'bagane khsele
He throws flowers in the
water .
se’phul jole pheele ”
All the traps are empty •
sob jal’ khali”
19
4.2.10. /s/ (palatal sibilant). Although very like the English sound,
the Bengali /s/ is made with the tip of the tongue drawn further hack
from the front of the mouth than is normal in English.
Initial position:
shawl
(to) dress
easy
there
he, she, it
week
Medial position:
(to) come
(to) sit
dwelling-place, nest
Final position:
sal
saja
sohoj
sekhane
se
soptaho
as a
hosa
hasa
month
end
Utterances:
mas
ses
All the hoys sit in the
garden.
Next month will he the
wedding.
He comes there.
soh chele'hagane hose"
agami male 'hie hohe"
se' sekhane ale"
4.2.10.1. The sound represented in English hy the letter s, the initial
sound in the words "sill" and "sand", also occurs in Bengali, though in
certain particular types of circumstances. In Bengali this sound, the
dental sibilant, occurs only together with the dental consonants /t, th,
n, and r/. It never occurs hy itself initially or between vowels, nor
does it occur finally together with other consonants except in loan
words from English. Bote the following pronunciations:
wife
stri (learned)
hath
snan (coll, /can/)
place
sthan (learned)
road
rasta
slowly
aste
20
head, skull mostok (learned)
4«2«11« /h/ (glottal spirant)*
Initial position:
crawling (noun)
hama
violence, malice
hiqsa
periodic market
hat
hand
hat
/h/ occurs only rarely in medial position, and that primarily in words
reborrowed by Bengali from Sanskrit* In most cases in spoken Bengali a
medial h has been elided. The phone never occurs in final position,
except in heavily Sanskritized Bengali and in monosyllabic inter jections«
Utterances:
Mother goes to the market, ma'ha'jje jan”
There are flowers in my amar hate’phul ache”
hand.
The street becomes empty. rasta*khali hoe”
4*5* Consonant drills: voiceless unaspirates.
4*5*1* /k/ (voiceless unaspirated velar stop).
Before undertaking the following drills on voiceless unaspirated stops,
reread section 4.1.4., and with the help of a piece of tissue or flame,
practice the aspirated and unaspirated sounds (represented by the sym-
bols k and ^) , until you are able to pronounce k with little or no
aspiration.
Aspirated
kho
kha
khi
khu
khse
khe
kho
Unaspirated
ko
ka
ki
ku
k^
ke
ko
Now pronounce the following Bengali words:
Initial position:
what
who
time
desire
ear
near
paternal uncle
crow
paper
black
why
Medial position:
remainder, balance
type of plant
morning
all
(to) scold
Final position:
let it go
vegetable
Utterances:
Who is he?
In the morning he goes to
the garden.
I wake up in the morning*
The crow is black.
Kali is black
She buys vegetables at
the market
21
ki
ke
kal
kamona
kan
kache
kaka
kak ( kag - f • v* )
kagoj
kalo
kssno
baki
makal
so kal
Sokol
boka
jak
sak (sag - f.v.)
se ke"
se sokale 'bagane jae"
ami'sokale Jagi"
kak kalo"
kali kalo"
se ha'fe'sak kene"
4.5*l*l.The following are contrasts between /kh/ and /k/. You will see
that in all cases the aspiration is all that makes the difference be-
tween two separate meanings. It will be clear that in order to under-
stand Bengali and to be understood in it, you will have to learn to make
very clear distinctions between aspirated and unaspirated stops.
22
Aspirated
Unaspirated
English. Bengali English Bengali
canal) creek
khal
sheath
khap
empty
khali
he (honor.) eats
khan
ditch
khan a
very good
khasa
scalp; l/we open
khuli
time
kal
cup
kap
ink; name of
goddess
kali
ear
kan
blind of one eye
kana
(to) cough
kasa
porter
kuli
Utterances:
Grows eat mangoes. kag'am kahe”
Kali is very black. kali'khub kale”
The vegetables are very sak'khub kharap"
bad .
4»3«1*2* Sometimes the distinction between Bengali k and g is difficult
for a speaker of English to hear. Listen to and then pronounce the
following sets of contrasts:
Voiceless Voiced
English
Bengali
English
Bengali
ear
kan
song
gan
time
kal
cheek
gal
name of goddess
kali
abuse (noun)
gali
crow
kak
let him sing
gak
nose
nak
snake, surname
nag
4*3«2* /c/ (voiceless unaspirated palatal).
Practice the following two sets of sounds until you are able to pronounce
jc with little or no aspiration:
Aspirated
cho
cha
chi
chu
chse
Unaspirated
CO
ca
ci
cu
cse
23
che
cho
ce
CO
Now pronounce the following Bengali words:
Initial position:
tea
ca
I want
cai
he wants
cae
skin, leather
camya
wheel
caka
custom, hahit, fashion
cal
(to) move, go
cola
Medial position: ,
(to) dance
naca
(to) wash (as clothes)
kaca
helow, under
nice
platform
mac a
speech
bacon
Final position:
dance (noun)
nac
sound of crunching
kockoc
creaking sound (as of
shoes
raocmoc
Utterances:
I want tea*
ami'ca cai"
My sister dances.
amar bon’nace"
4* 3* 2.1* Ihe following are contrasts between /c/ and /ch/.
Again ,
will see that distinction of aspiration is
vital to the meaning.
Aspirated
Unaspirated
English Bengali
English
Bengali
ashes chai
I want
cai
skin, hide chal
fashion; rice
cal
big sack chala
(to) drive,
goad
cala
young of an cha
tea
ca
animal
o
ERIC
2k
knife
churi
robbery
curi
(to) print
Chapa
(to) press
capa
thick rope
kachi
I wash
kaci
Utterances:
I want tea*
ami’ca cai"
I want ashes.
ami’chai cai"
He sits under the
tree.
se’gacher nice
bole
•* 3#2#2# Sometimes the distinction between
G and j is difficult for a
peaker of English to hear#
Listen to and
then pro'n ounce the following
ets of contrasts:
Voiceless
Voiced
English
Bengali
English
Bengali
let him ask
cak
let it go
jak
tea
ca
gol
da
fashion
cal
trap, net
dal
he wants
cae
he goes
dae
he (hon#) wants
can
he (hon.) goes
dan
below
nice
one’s own.
nide
one’s self
4# 3* 3* /•j^/ and (retroflex voiceless stops, unaspirated, aspirated)#
Before beginning to pronounce the following series of stops, practice
putting your tongue in the proper position (see section 4#1#4#3*2*)5
then pronounce the following aspirated set# When the articulatory posi-
tion seems comfortable to you, try the unaspirated set, checking yourself
with the paper or the flame, as before#
Aspirated
Unaspirated
•tho
*!?o
■fha
'j^a
•thi
*j?i
•j^hu
•JfU
•j?8S
(D
“j^e
•j^ho
•j^o
Now pronounce
25
the following Bengali words:
English
Bengali
Initial position:
thick
“thas
exactly
■|?hik
tap, knock
•jfhuk
deity; cook
"thakur
sacred place
than
Medial position:
gum, glue
atha
measure of land
katha
stick, duh
lathi
difficult
kothin
(to) rise up
otha
Final position:
wood, fuel
kath (ka‘
field, meadow
math (raa'
Utterances:
I don’t exactly know.
ami ’ thik
Mother goes to the field.
ma’mathe
He has a club .
or ‘lathi
Pronounce the following Bengali words with
unaspiratec
English
Bengali
Initial position:
commentary (on a hook)
tika
spindle, reel
taku
tile
tali
(to) draw, pull
tana
money
taka
hat
tupi
aim
tik, tip
Medial position:
(to) cut, divide
kata
26
(to) pound to pulp
bat a
cup
bati
small
choto
(to) lick, lap
cata
-tion;
matted hair
jot
sound of footsteps
got got
periodic market
[ •
hat
t m
He cuts wood.
se'kath kate"
He draws water.
se'jol tone"
Lila has money.
lilar'taka ache"
The mali is a simple man.
malita*sorol lok"
4*3*3*1* 0?lie following are contrasts between /%/ and /^h/; practice
them well. The distinctions are vital.
Aspirated
English Bengali
deity; cook -thakur
measure of land ka-fha
you (fam. ) send pa-j?ha
exactly -j^hik
(to) hammer -fhoka
he cheated •j?hoke
on the hack; pi'the
cake
Utterances:
I want money.
I want a cook.
There is a tree in the
field.
He comes, making a go-j? got
sound.
Foreigners are cheated.
^•3* 5* 2. Sometimes the distinction
speaker of English to hear, listen
sets of contrasts;
Unaspirated
English
Bengali
of the spindle
takur
(to) cut
kata
plank
pata
aim
tik, tip
a knock; to
copy
toka
becomes sour
toke
having
hammered
pits
ami*-i?aka cai"
ami*-J?hakur cai"
ma'Jfhe’gach ache"
got kore ase"
hidellra t^oke"
between t and ^ is difficult for a
to and then prionounce the following
Voiceless
Voiced
English
Bengali
English
Bengali
money, rupee
•j^aka
call (verb)
^aka
baldness
•^ak
call, mail
(nouns)
(J-ak
draw (verb)
•j?ana
wing
^ana
balance
•j?al
lentils,
branch
^al
4* 5*4* /t/ and /th/ (dental voiceless stops, aspirated and unaspirated)*
Por this set also, first find with your tongue the dental position, and
practice finding that position with your tongue until it feels natural
and comfortable to you (see ante, section 4*1*4*5*1*)* Then pronounce
the following series:
Aspirated
Unaspirated
tho
to
tha
ta
thi
ti
thu
tu
th8C
tse
the
te
tho
to
Now pronounce the following Bengali words with aspirated stops:
English Bengali
Initial position:
(to) remain, stay thaka
station, police station thana
flat metal dish thala
kind of borderless cloth than
bag, sack tholi
(to) stop thama
Medial position:
O
head mat ha
pain bffitha
28
word, story
Pinal position:
way, road
chariot
Utterances;
I stay here.
I stop here .
I have pain .
Pronounce the following Bengali
kotha
poth (pot - f.y. )
roth (rot - f.vO
ami * ekhane thaki "
ami'ekhane thami"
amar’bastha ache”
words with unaspirated dental stops:
Initial position:
foundation, base, area tola
shelf tak
heat, warmth tap
musical measure tal
tune tan
oil tel
(to) stare taka
Medial position:
how much, how many koto
leaf, page pat a
Pinal position:
hand hat
seven 5at
4*5*4*1* fhe follovang are contrasts between /t/ and /th/;
Aspirated Unaspirated
jinglish
Bengali
English
Bengali
(to) remain
thaka
(to) stare
taka
piece of clolh
than
tune
tan
let it remain
thak
shelf
tak
head
matha
to be enthusi-
astic
mata
ocean
pathar
(learned)
of the page
patar
29
flat metal dish thala
bag thole
Utterances:
I remain on the road.
I stop in the road.
I talk with him.
How many words are on the
page?
lock, padlock tala
picks up tole
ami 'po the thaki"
ami ’po the thami"
ami ’tar soqge'kotha boli"
patae’koto kotha ache”
4. 5* 4* 2* Sometimes the distinction between jt and d is difficult for a
speaker of English to hear. Listen to and then pronounce the following
set of contrasts:
Voiceless
Voiced
English
Bengali
English
Bengali
tune
tan
right , gift
dan
bottom
tol
group
dol
his, her
tar
door
dar
opinion
mot
liquor
mod
Contrasts between
dentals and
retroflexes are
as significant
as those between aspirates and unaspirates* Note and pronounce the
following contrasting pairs:
Lental
Aspirates
Retroflex
I
English
police station
stop
(to) remain
Utterances:
It is cold
There is a
there •
My head is
Bengali
thana
tham
thaka
there •
police station
cold.
English
cold
posture
deity; cook
sekhane -jfhan^a
sekhane' thana
Bengali
•|?han^a
*tham (poetic)
•yhakur
ache”
amar matha ’ •|?han^a”
50
TJnas pirates
Dental Retroflex
English
Bengali
English
Bengali
you (inf.) stare
taka
money
•j^aka
tune
tan
you ( inf . ) draw
•j?an
musical measure
tal
balance
j?al
clapping of
tali
tile
•j^ali
hands
hand
hat
periodic market
ha*t
Utterances:
There is money in
his hand*
tar hate aka ache"
There is money in
his market.
tar ha’te'-jfaka ache"
4.5.5. /p/ (voiceless imaspirated bilabial stop)*
Practice the following sets (the aspirated set will give you no trouble,
as /ph/ is pronounced just as p is pronounced before a vowel in jinglish) ,
until you can pronounce /p/ with little or no aspiration:
Aspirated
Unaspirated
pho
PO
pha
pa
phi
pi
phu
pu
phas
pse
phe
pe
pho
po
pronounce the following Bengali words:
English
Bengali
Initial position:
leaf, page
pata
betel
pan
heap (village drama)
pala
ripe
paka
sail; a surname
pal
wing, fan
pakha
31
Medial position:
term of affectionate address bapu
(to) print, (stamp) chapa
(to) measure mapa
(to) mutter a prayer Dopa
Pinal position;
snake, curse
silence
Utterances;
The snake bites the boy.
I eat betel.
He measures the field.
sapi?a’ cheleke ka-Je »>
ami ’pan khai"
se’ma-th mape"
4. 5. 5.1. CDhe following are contrasting pairs of words illustrating
bilabial voiceless stops;
Aspirated
English Bengali
chip, (slice) phala
flower phul
(to) crack pha^jj^a
Unaspirated
English
heap
bridge
plank
Bengali
pala
pul
pa'jjfa
4. 3. 5. 2. Sometimes the distinction between £ and h is difficult for a
speaker of English to hear, listen to and then pronounce the following
sets of contrasts;
Voiceless
English
Bengali
heap, (village
pala
drama)
betel leaf
pan
sin
pap
term of affec-
bapu
tionate address
Voiced
English
Bengali
bangle
bala
flood
ban
father (coll.)^
bap
a Bengali Hindu
babu
gentleman
Z)-« Consonant drills; voiced aspirates*
1. The usage of the term is restricted; it is never a form of address.
52
/gh/ (voiced aspirated velar stop)*
The voiced aspirate series is one which will not he familiar to most
speakers of American English. Before attempting the pronunciation of the
Bengali words, try the following series of exercises, first the unaspira-
ted, v/hich will he familiar to you, and then the aspirated voiced stops.
Practice the aspirated series until you can imitate the tape well.
Unaspirated
Aspirated
go
gho
ga
gha
gi
ghi
gu
ghu
g^
gh®
ge
ghe
go
gho
pronounce the following Bengali words:
English
Bengali
Initial position:
water pot
ghoi?
landing or bathing place
gha-j?
sweat
gham
grass
ghas
clarified hutter
ghi
oil-mill
ghani
Medial position:
blow
aghat
fierce (tiger-like)
hagha
lightness
laghoh
Pinal position:
tiger
hagh (hag - f.v.)
name of a month
magh (mag - f.v.)
Utterances :
I go to the ghat.
ami'gha'te jai"
I cut the grass.
ami* ghas ka"ti"
I fetch the ghi.
ami 'ghi ani"
Is that a tiger?
o-^a 3s:i*'bagh"
4*4*1.1* The following are contrasts between /g/ and /gh/:
Unaspirated Aspirat ed
English
Bengali
English
Bengali
you (fam*) manage
baga
tiger-like
bagha
(to) strike
laga
lightness
laghob
round
gol
buttermilk
gho3.
fair colored
gora
(to) roam
ghora
body
ga
sore
gha
within grasp
bage
by the tiger
baghe
4,4,2* /jh/ (voiced aspirated palatal affricate)*
Before attempting the pronunciation of Bengali words, try the following
series of exercises, first the unaspirated, then the aspirated* Practice
the aspirated series until you can imitate the sound well*
Unaspirated
Aspirated
30
3 I 10
3 a
3 iia
31
3 hi
3^^
3 hu
3ae
3 hse
36
3 he
30
3 ho
How pronounce the following Bengali words i
English
Bengali
Initial position:
pungent (hot, as food)
jhal
sharp, clever
jhanu
plunge (jump)
3 hup
maid-servant
3 hi
Medial position:
among
majhe
(to) understand
bo jha
3k
Final position:
the middle
majh (maj - f*vO
Utterances :
The food is hot.
The hoy is clever.
He sits among the flowers.
I understand what you say.
khahar'ta jhal^'
chelei^a jhanu"
se'phulgulor majhe hose"
tumi 3 a holo*ta ami hujhi"
4 . 4 . 2 . 1 * The following are contrasts between /j/ and /jb./:
Unasnirated
English
Bengali
he scours
maje
(to) he shut
hoja
respectful suffix
net
jal
shirt
jama
weave
j ola
I scour
maji
Aspirated
English
Bengali
among
majhe
(to) understand
ho jha
maid-servant
3 hi
pugent , hot
jhal
blackened brick
jhama
hag
jhola
boatman
majhi
4 . 4 . 3 . /^/ and (Jh/ (retroflexed voiced stops, unaspirated and aspirated).
Again, there are two prohlems for speakers of American Knglish with the
voiced retroflexed stops: first, the position in which the stop is made,
and, secondly, the aspiration- Refer to sections 4.1.4.2- and 4.1.4-3.2.
First practice placing the tongue in the proper position for retroflexed
sounds, until that position seems natural and comfortable- Then try the
following series, first the unaspirated stops, which will be natural to
you, then the aspirated.
Unasnirated
(Jo
^a
^i
^u
(Jse
^0
Aspirated
^ho
^ha
(Jhi
^hu
(Jhas
^he
(Jho
35
Now pronounce the following set of Bengali words with unaspirated stops:
English Bengali
Initial position:
(to) call <Jaka
dry land (Jaqa
■branch, lentil <Jal
small boat (Jiqi
egg (Jim
(to) sink (Joba
stick, staff (JajguJa
very, very much bo(J(Jo
The voiced retroflex stop occurs in medial position in a word only as a
doubled ("long" or "geminate") consonant or in some other consonant clus-
ters — see section the sound does not occur finally except in loan
words from English. An example of such a loan word is:
road ro^
IFtterances :
I sink in the water. ami ’j ole (Jubi"
There is a staff in his hand, tar hate ’(Jaij(Ja"
The bird sits on the branch, pakhi-^a’ (Jale bose"
The egg is very small . (Jim’j^a'khub cho'j^o
Now pronounce the following Bengali words with voiced aspirated stops:
English
Bengali
(to) hide, conceal
(Jhaka
shield
(Jhal
(to) pour out
(Jhala
mound
(Jhipi
loose, slack
(Jhil
a kind of drum
(Jhol
The voiced retroflex aspirated stop never occurs medially between vowels
or finally.
36
utterances:
I hide the book. ami'boi-ta ^haki"
The drum sounds . ^hol-j?a baje"
He pours out the water. se'jol (Jhale"
4*4«3*1* The following are contrasts between /^/ and /^h/:
Unasnirated
English
(to) call
in the egg
branch
Utterances:
Bengali
^aka
^ime
(Jal
Aspirated
English
(to) conceal
slow
shield
Bengali
(Jhaka
(^.hime
^hal
I call the boy .
I hide the boy .
ami ' cheletiake ^aki"
ami ' chele-Jiake (^.haki''
I
There is also in Bengali a retroflex flap /y/ (see also section 4*4*5*1*)»
This sound occurs £nly medially and finally in Bengali words — in places*
in other words* where the stop /^/ does not occur except in loans*
Place your tongue in the proper position* practice making flaps* and then
try the following series:
a:^'o
aya
ayi
ayu
aye
ayo
How pronounce the following Bengali words:
English
Medial position:
■big
house
(to) fly
Bengali
boyo
bayi
oya
57
(to) read, study
poya
(to) step over, thresh
may a
section of a town
paya
reply
say a
fence
bgeya
Pinal position;
bone
hay
feeling, sensation
say
Utterances;
I read the book.
ami'boi'jfa poyi"
The boy is very big.
chele‘ta*khub boyo"
The bird flies.
pakhi'ta oye"
My house is there .
amar bayi'sekhane"
Por contrasts between the retroflex and dental flaps, see section 4»4»5*1*
4* 4* 4* /d/ and /dh/ (voiced dental stops, unaspirated and aspirated)*
Again, there are two problems with these sounds; tongue position and
aspiration* Refer to sections 4*1*4* 2* and 4* 1*4* 5* Place your tongue,
as before, in the proper position for dentals, and then pronounce the
following series;
ITnaspirated
do
da
di
du
d83
de
do
Aspirated
dho
dha
dhi
dhu
dh80
dhe
dho
Now pronounce the follovfing set of Bengali words;
English
Bengali
Initial position;
price
dam
gift
dan
stain (blemish)
dag
58
day-
chin, heard
l-Iedial position:
elder brother
white
river
first , original
Pinal position:
omission
taste
Utterances:
Elder brother goes home*
Griving is good.
His beard is very long .
^•^.Z|.#l. Now pronounce the following set of
aspirated dental stops:
English
Initial position:
abode ,
unhusked rice (paddy)
wealth
stream (current)
dust
smoke
(an exclamation)
debt
Medial position:
ass; stupid person
honey (necter)
(to) entreat
straight (direct)
Pinal position:
desire (wish)
din
dayi
dada
sada
nodi
adi
bad
sad
dada’bayite jan"
dan kora*bhalo’>
tar dayi'khub lomba"
Bengali words with
Bengali
dham (learned)
dhan
dhon
dhara
dhulo
dhum (learned)
dhik (learned)
dhar
gadha
modhu
sadha
sidhe
sadh (sad - f*v*)
59
unobstructed obadh (obad - f.vO
Utterances:
I have many desires* amar’onek sadh ache"
4, 4, 4,1, The following are contrasts between /d/ and /dh/:
Unasuirated Aspirated
English
Bengali
English
Bengali
price
dam
abode
dham (learned)
gift
dan
unhusked rice
(paddy)
dhan
direction
dik
(an exclamation)
dhik (learned)
afterwards
bade
is obstructed
badhe
heap
gad a
ass
gadha
white
sada
(to) entreat
sadha
4.4,4, 2 * The following are
voiced stops*
contrasts
between dental and
retroflexed
4,4,4, 2 * 1 * Contrasts between /^/ and
/d/ (retroflex and
dental voiced
unaspirated stops):
Retroflex
Dental
English
Bengali
English
Bengali
dry land
(jiaqa
riot
daqga
egg
^im
day
din
bucket
<Jol
swinging
dol
4,4,4, 2 # 2 * Contrasts between /^h/ and
/dh/ (retroflex and dental
voiced aspirate stops; :
Retroflex
Dental
English
Bengali
English
Bengali
sound of swallow-
ing a liquid
(Jhok (Jhok
palpitation
dhok dhok
you (ord. ) doze
^hulo
dirt
dhulo
hollow sounding
4 hr.«p (Jhope dazzlingly
white
dhop dhope
(Dhere is in Bengali a dental (pre-alveolar) flap /r/, which
ho
occurs in all positions; try making the flap sound, using the following
set:
ro
ra
ri
ru
rse
re
ro
Now pronounce the following Bengali words:
English
Bengali
)sition:
(to) keep, (place)
rakha
color
roq
(to) grow angry
raga
king
raja
night
rat
weak, thin, (ill)
roga
daily
roj
lition:
(to) wear
pora
whole, (entire)
Sara
(to) strike, (kill)
mara
(to) do, make
kora
The flap /r/ sound is a little different in final position than in
initial or inter—vocalic positions* In final position /r/ becomes
somewhat voiceless* Pay special attention to the following examples:
Pinal position:
necklace; defeat
har
of the gift
daner
of me
araar
of you (ord*)
tomar
of you (hon.)
apnar
of him (ord*)
tar
la
Utterances:
I do work*
ami*kaj kori"
I put it on
the table
. ami o'ta*-tebile rakhi”
I go to the
store every day. ami roj*dokane jai*‘
Its color is
white.
or rou*sada*'
He has work.
tar'kaj ache"
4*4*5*1* ^Phe following are
contrasts
between /y/ and /r/:
Retroflex
Bent al
English
Bengali
English Bengali
(to) read
poya
(to) wear pora
(to) step over;
thresh
maya
(to) strike mara
reply
say a
whole Sara
hone
hay
necklace har
(to) fly
oya
they (yonder) ora
reprimand; rebuke taya
they (the same) tai’a
4»4*6* /bh/ (voiced aspirated bilabial stop).
Before attempting the pronunciation of Bengali words, try the following
series of exercises* Practi
.ce the aspirated series until you can
imitate the sound well*
Unaspirated
Aspirated
bo
bho
ba
#
bha
bi
bhi
bu
bhu
bse
bhas
be
bhe
bo
bho
Now pronounce the following Bengali words:
English
Bengali
Initial position:
cooked rice
bhat
steam
bhap
ERIC
pretence
(to) think
(to) float
wet
(to) fry
(to) forget
Medial position;
deep
navel
splendor
meeting, assembly
Final position:
gain, result
bhan
bhaba
bhasa
bhije
bhaja
bhola
gobhir
nabhi
probha (learned)
sobha
labh (lab - f*v#)
Note that in lax or rapid speech /bh/ tends to become a sound very like
that one represented in Jilnglish by yj some Bengali speakers have a
sound which is made by expulsion of breath through a narrow aperture in
the lips. Note the usual tendency -coward loss of aspiration in final
position*
4* 6*1* The following are contrasts between /b/ and /bh/;
Unaspirated
Aspirated
English
Bengali
English
Bengali
father
bap
steam
bhap
arrow
ban
(learned)
pretence
bhan
thunder
baj
you (fam. ) fry
bhaj
nest} rented
house
baSa
languaf^e
bhasa
in the seed
bije
wet
bhi,je
time
bffila
raft
bheela
sound
bol
you (fam*)
forget
bhol
4*4* 7* /n/ (pre-alveolar nasal)*
The American English sound represented by the letter n is, like the
English stops t and d, an alveolar sound* The Bengali /n/, however, is
pronounced with the tongue farther forward on the alveolar ridge* Put
k3
your tongue in the proper position.
and pronounce the following
words :
English
Bengali
Initial position:
dance
nac
nose
nak
many, various
nana
name
nam
(to) descend
nama
ruin
nas (learned word)
Medial position:
(to) draw, pull
•^ana
police station
thana
oil-mill
ghani
Pinal position:
gift
dan
ear
kan
betel leaf
pan
4*5* Grerainate (doubled) consonants.
There is in Bengali a phenomenon of geminate of doubled consonants,
which is unfamiliar to speakers of English. Any consonant which can be
held for a period of time can be doubled — in terms of Bengali, this
means any consonant except for the flaps which are by definition sounds
made by a single tap of the tongue. Doubling is made by holding the
consonant sound for twice the ordinary amount of time it would take to
pronounce that consonant. Examples:
4.5-1- /kk/
Single
Doubled
English
kind of bird
(learned)
4* 5* 2* /gg/
you (ord.) go
away
o
ERIC
Bengali
cokor
bhago
English
round
luck
Bengali
cokkor
bhaggo
kk
/cc/
choose
baca
little boy
bacca (coll.)
straight
soja
bed
soj;ja
amusement
mo j a
marrow
mo j ja
worship
pujo
respectable
4 . 5 . 5 . /w
I lick
ca'ti
a few, some
ca-f-J^i (khani)
(coll. )
whole wheat
flour
a-fa
eight
a-f-fa
4«5*6* /tt/
leaf, page
pat a
whereabouts
patta
4. 5* 7* /dd/
beginning,
initial
adi
kind of cloth
addi (coll.)
pertaining to
wine
raodo
wine (learned)
moddo
^•5* 8* /nn/
weed which grows
in water
pana
emerald
panna
blind in one eye
kana
weeping
kanna
(to) agree, obey
mana
surname
manna
(to) weave
bona
flood
bonna
^•5* 9* /ss/
I bring up
pusi
adopted
pulsi (coll. )
in the poison
bise
in the world
bisse (learned)
guilty
dosi
rascal
dossi (coll.)
4. 5* 10. /ll/
garland
mala
boatman
malla
you ( ord. ) twist
molo
an expert in
mollo (learned)
Kusti, — a
type of wrestling
cotton
tulo
like
tullo (learned)
k3
radish.
mulo price
mullo (learned)
5* Vowels*
5*1* The significant Bengali vowel sounds (arranged according to the
Bengali alphabstical order) are:
/o ji a> i) U) 80 ) e> 0 /
5*2* A chart of these vowels is as follows:
front
Central
Back
High
i
u
Mid
e
0
Lower-mid
80
0
Low
a
5*5* All of these sounds will be somewhat familiar to speakers of
American English) with the possible exception of /o/* familiarity with
the vowel /o/ will depend upon the speaker's dialect.
5*5*1* Sounds which will be almost identical with some common American
English vowel sounds are:
H
as in some dialects
American English
of
"can"
Ckhaen3
/a/
as in some dialects
American English
of
"calm"
[khamJ
/o/
as in some dialects
American English
of
"law"
Llo^
Those in whose
dialects these sounds
do not
occur
will have to learn
them by careful imitation of the Bengali*
5* 5* 2* Examples of these three vowels in Bengali are:
5*5*2*1* / se/
Bengali
sek
sskhon
8ska
astnon
klio^la
phgela
jscno
kasmon
kgeno
bjsla
mo?la
/ae/ never occurs in final position in standard Bengali.
50. 2. 2. /a/
Initial position:
(to) come
again
light
sky
you (honorific)
and; also
(to) fetch
Medial position:
food
red
shawl
time
ear
bad
Pinal position:
(to) do
(to) read
SIS 3i
ahar
alo
akas
apni
ar
ana
khabar
lal
sal
kal
kan
kharap
kora
poya
English
Initial position:
one
now
alone
such
Medial position:
(to) play
(to) throw
as if
how
why
time
fair (noun)
^7
(to) play khsela
3* /o/
Initial position;
silly
oga (coll*)
otherwise, (or)
othoba (learned)
eternal
ononto
powerless
osokto
Medial position;
all
sob
possible
sombhob
ten
dos
;juice, (sweetness)
ros
fever
dor
room, (house)
ghor
(to) do
kora
I'inal position; The vowel /o/ rarely occurs finally in standard
collociuial Bengali* It is more frequent in some dialects » such as
that of Bacca* There are, however, a few examples;
you (fam*) become ho
you (fam.) bear bo
5*4* iiounds which will be recognizable (though not identical to those in
ilmerican English) are the following; /i, e, o, u/.
5* 4*1* In American English, the front vowel sounds /i/ and /e/ are
usually pronoL’nced with what is Icnown as an "off-glide". This means that
while the vowel sound is being made, the tongue moves upward from its
original position, thus varying the quality of the sound* In the follow-
ing set of English words, listen for the off-glide*
key
CkhiyJ
hay
LhiyJ
bee
LbiyJ
lee
LliyJ
sea
LoiyJ
gee
l-diyJ
fee
LfiyJ
Ifow pronounce them yourself, feeling the way in which your tongue moves*
Again, in the following set of English words, listen for the off-glides,
and then pronounce them yourself:
kay
LkheyJ
hay
LheyJ
bay
LbeyJ
lay
LleyJ
say
Lseyj
jay
fey
Lfey]
5.4.2. In American
English, the
so-called "back-rounded" vowels (/o/
and /u/) also have off-glides* 1
I'hese are characterized by upward move-
ment of the tongue and by additional lip rounding.
In the following set
of English words, listen for the
off-glide;
bow
Lbow]
hoe
Lhow]
sow
CsowJ
low
LlowJ
foe
LfowJ
joe
CjowJ
coo
Lkhuw]
who
[huw]
f 00
CfewJ
loo
Lluw]
sue
Csuw]
jew
LjuwJ
boo
LbuwJ
Now pronounce them yourself and feel the way in which your tongue and
lips move.
5.4.5. lOhe Bengali vowels /i, e, 0, u/ are "pure" vowels — that is, they
are pronounced without an off-glide, fhe difference between American Eng-
lish and Bengali vowels is easy to hear, but less easy to make. You will
have to break yourself of the habit of giving an off-glide to the vowels.
But proper pronunciation of vowel sounds is a mark of a good speaker of the
language. Listen carefully to the following sets of sounds, the first set
pronounced by a speaker of English, the second by a speaker of Bengali:
English Bengali
Orthographic
Bhonetic
bee
LbiyJ
bi
gee
LjiyJ
d-*
me
Cmiy]
111
bay
LbeyJ
I/O
jay
LjeyJ
je
may
LmeyJ
me
bow
LbowJ
bo
joe
LjowJ
jo
mow
LmowJ
mo
boo
Lbuw]
bu
jew
CjuwJ
ju
moo
L’muwJ
mu
How imitate the Bengali pronunciation of the following sounds:
ji mi be je me bo jo mo bu ju mu
/!/• Pronounce the following
Bengali words;
English
Bengali
Initial position:
this one (hon.)
ini
(proper name)
ila
(interjection)
is
Medial position;
day
din
he, she (hon.)
tini
in the seed
bije
wet
bhije
sesame seed
til
type of tree
nim
egg
^im
Pinal position:
what
ki
maid~servant
khi
1 strike
mari
sari
sayi
house
bayi
5 . 4. 4.1. It should be noted that in certain circumstances the vowel /i/
IS pronounced slightly differently than in the above instances. Uome-
times the Bengali vowel /i/ is pronounced almost as the American English
vowel in the word "sit". Examples of this type of pronunciation of the
vowel in Bengali are the following:
kintu
sound of laughter khil khil
illfesan
The circumstances in which this variation occurs are too complex to
50
describe here. But listen for it; you will quickly become adjusted to
its proper pronunciation.
5 * 4 . 5 * /©/•
Initial position:
this
e
here
ekhane
of this
er
come’
eso
this way
edik
Medial position:
(to) buy
kena
I play
kheli
girl
me. e
having eaten
khe. e
district
jela
country
des
Binal position:
who
ke
he> she
se
there
s ekhane
he> she buys
kene
It should be noted that :
in certain circumstcmces the vowel /e/
is pronounced slightly differently
from the above* It is sometimes very
like the American Bnglish vowel in
’’set". Examples of this arc the
following.
a little
ek’tu
boy
chele (note the difference
between the two
vowels)
thus, such
emni
5.4.6# /o/.
Initial position:
that
0
there
okhane
of that one or
you (ord*) rise up o’tho
that way odik
Medial position:
(to) understand ho^ha
sound hoi
(to) forget hhola
sister hon
sin; (fault) dos
above op or
kind of drum ^hol
PhtioI position:
you (ord.) eat khao
you (ord. J stay thako
you (ord.) speak hole
you (ord.) sit boso
.4.7. /u/.
Initial position:
means
upae
camel
u^y
upside
down, reversed
ul-j?o
proper.
right, necessary
ucit
both
ubhne
worship
(Hindu)
upocar (learned)
lition:
very
khub
flower
phul
happy
khusi
sounds,
words
buli
root
mul (learned)
face, mouth
mukh (muk - f.v.
Final position:
preceptor guru
cow goru
52
sun
bhanu (learned)
5*4 . 7.1. Ag with the other vowels, there are circumstanceG in which the
vo\7el /^x/ is pronounced differently — in this case, almost like the
vowel in the iinglish ’’foot". For example:
puttro (learned)
on
4. 8. Uasalization*
xJaGalisation (written as a tilda ( 2 ) over the vowel) is another JBengali
laiiA'uaL"© feature, especially in the speech of 7est ju-iensal, which is not
si^tnificant in iin^tlish* Hasalisation of a vowel is made by simultaneous
emission of air through both nasal and oral passages during the pronun-
ciation of the vow^-1. During an ordinary vov^el sound, the nasal passage
is closed off. During a nasalized sound, it is opened, so that; breath
escapes through nose and mouth at the stmie time# Practice the following
nasalized vov/els with the tape:
ion-
■nasc,
al
0
0
a
i
a
1
u
e
8S
0
U
A#
e
80
A#
0
5.4.8.I. nasalization of vowels in Bengali will make a difference in
what you say. Distinguish carefully between the following:
Non-nasal
Dn/^lish
his (ord.)
(to) wash (cloth)
that one's (ord.)
obstacle
(to) bloom
in the market
(to) press
Nasal
Bengali
English
Bengali
tar
his (hon.)
tar
kaca
young
kaca
or
that one'ji (honO
Mt
or
badha
(to) bind
badha
pho-j^a
mark on forehead
pho-Ja
ha“te
he walks
hate
capa
kind of flower
capa
55
5«4«9« Vowel sequences# Bengali vowels often occur in sequences of two
and sometimes of three# Sequences of two vowels are of two types: either
full vowel plus semi-vowel (a single syllable, written in our transcription
as two vowels without any mark between), or full vowel plus full vowel
(two syllables, written with a period (#) in between)# As will be seen
below, there are differences both in pronunciation and in meaning between
the two types of sequences# Compare the following:
you (ord#) get
pao
leg also
pa# 0
I get
pai
leg (emphatic)
pa# i
he (ord#) gets
pae
on the leg
pa# e
brother’s or sister’s father-in-law
talui
it is a palm, and nothing else
talu# i
this
ei
this is it, and nothing else
e#i
that
oi
that is he, and no one else
0# i
lies down
soe
having endured
o
•
CD
he carries
boe
in the letter b
bo# e
you (ord#) carry
boo
you (inf#) also carry
bo# 0
he takes; legitimate
nsee
in the legitimacy
nae# e
expenditure
bsee
in the expenditure
bee# e
he sings
gae
in the body
ga#e
you (ord^ take
nao
not also
na# 0
3k
midwif e
dai
responsible
da* i
you (ord*) want
dai
the tea also
da* i
bag
thole
in the bag
thole* e
5*4* 10* Syllable structure*
It has been suggested previously that word-stress is not phonemic in
Bengali, that, in fact, all syllables of a multi-syllabic Bengali word
are for all practical purposes stressed eq.ually* The distinction between
Bengali and English in this respect can perhaps best be shown by the pro-
nunciation of loan-words from English current in Bengali* listen to and
pronounce the following:
railway station
coke oven
post office
cabinet minister
bath room
pastry
ice cream
gasoline (petroleum)
control
bundle
multiplication
night-rate, nitrate
re* lo* es*'^e* san
ko*ko*bhen
pos*‘j^a* phis
mi*niso-Jjar
ba*}?* 'thrum
pes* "tri
a* is*krim
pet*'j?rol
kon*"trol
ban* ^il
mal*'ti*pli*ke* san
na*i‘t*re't
o
ERIC
|L
Lesson 1> part 1.
0 onversation •
(To accoBipany tape).
Analysis and translation Bengali
1* A. Greetings * A. nomoskar "
2. B. Greetings * B* nomoskar "
3* stem of first person pronoun "me"
genitive case ending for stems with
vowel final
"of me, my"
noun stem, "name"
proper name
ama-
-r
amar
nam
robi
A* My name is Robi *
A. amar nam * robi "
4* stem of second person (honorific)
pronoun "you" apna-
genitive case ending for stems
with vowel final -r
"of you, your" (honorific) apnar
interrogative, "what" ki
A* What is your name?
5* proper name
B. My name is Ram*
A* apnar nam * ki "
ram
B* amar nam ' ram "
6* nominative singular of 2nd
person (honorific) pronoun,
"you" apni
56
interrogative* '’wliere"
stem of verb ’’live, remain* stay”
2nd person (honorific) verbal
ending
"you (honorific) do live"
A* Where do you live ?
kothae
thak-
-en
(apni) thaken
A* apni * kothae thaken "
nominative singular of 1st person
pronoun "I"
locative case ending for stems
having vowel final
Chicago
"in Chicago"
first person verbal ending
"I live"
ami
-te
sikago
sikagote
-i
(ami) thaki
B* I live in Chic ago >
B. ami * sikagote thaki "
8 .
stem of verb "do* make"
2nd person (honorific) verbal ending
"you (hon*) do"
kor-
-en
(apni) koren
A* What do you do?
A* apni * ki koren "
stem of verb "read* study"
1st person present ending
"I study"
Poy-
-i
(ami) poyi (note vowel
change - Besson 2* grammar*
section 1)
B* I study in Chicago .
B. ami* sikagote pori "
10* stem of verb "read* study"
2nd person (honorific) ending
"you (honorific) study"
A* What do you study ?
"Bengali" (language)
poy
-en
(apni) poyen
A* apni * ki poren "
bag la
11
B
ami * banla pori
ti
• I study Bengali *
B-
12* interrogative particle (see
grammar) section 8)
"difficult"
ki
sokto
A* Is Bengali difficult ?
A* banla ki * sokto "
15*
"no"
"very"
"easy"
na
khul)
5ohc)j
B. NO) it is very easy «
B. na * khub sohon "
14. "hot"
gorom
A. Is it very hot in Chicago ?
A. slkagote ki * khub gorom "
15* stem of verb "be not" no-
3rd person or impersonal verbal
ending ~e
"it is not" noe
B. NO) it is not very hot .
16. "cold"
A. Is it very cold in Chicago ?
17. "yes"
B. YeS) it is very cold .
18. interrogative) "how much) how many"
"big) large"
A. How big is Ghicago ?
B. na * khxb gorom noe "
A. sikagote ki * khub thanda
hse
B. hffi * khub thanda "
koto
boJ?o
A. sikago * koto boro "
19
"city"
sohor
58
1* Ohio ago is a very big city .
20# ’’’people"
A* How iD any people are •bhere i n
OhioagQ Y
21# negative prefix
"one"
"not one", i.e., "many"
locative ending with stems
ending in consonants
"in the city"
S* ^here are many neople in th fi
22. interrogative, "how"
stem of verb "strike"
3rd person/impersonal verbal
ending
"it strikes"
A* How do you like Ohio ago ?
(i.e., "How does Chicago
strike you?") ^
23* "good, well"
!• Very much .
I like Ohio ago very much.
i-jJgago ^ khub boro snhor "
lok
A* sikagote « knto lok "
on-
-ek
onek
-e
sohore
S* Sohore » onek lok "
kseraon
lag-
-e
lage
A^ a^nar » sikago « kaanon lage ’’
bhalo
B. khub bhalo "
^ar sikago « khub bhalo lage "
k.
I
59
Lesson 1> part 2» Prills »
The taped drills based upon the conversation are arranged in the
follovd.ng manner:
1. Saturation drill #1. The saturation drills are the recorded Bengali
conversations spoken by two native speakers of Bengali* You are to
listen carefully to the conversation, following it in the printed
text* Do not repeat the conversation at this time*
2* Saturation drill #2*
3* Saturation drill #3*
4* Saturation drill #4* In this drill, the English meanings wila. be
given first, then the Bengali* The student will listen only*
5* Repetition drill #1* In this drill, the English translation wall be
given first, then the Bengali, then there will be a space left for
the student to repeat the Bengali sentence* The student’s Bengali
repetition will be recorded , so that the student may check his
Bengali pronxmciation*
6* Response drill #1* Part A of the Bengali conversation will be given
in Bengali, and the student will supply part B, in Bengali, in the
space left following part A* The student's response will be recorded*
7. Response drill #2* Part B of the Bengali conversation will be given
in Bengali, and the student will supply part A, in Bengali (i*e, the
student will speak part A following the drillmaster ' s voice saying
"A")* The student's voice will be recorded*
8* Saturation drill #5*
Lesson 1, part 3* Grammar *
1. /nomoskar/ is the most common form of greeting used between Hindus
(or between a European and a Hindu) in Bengali* You should, however, al“
ways be aware that there are other forms of greeting: /lalam/ ("peace")
or in full form /as salam o aleikum/ ("peace be withyou") is used when
greeting a Muslim. The return greeting to /as salam o aleikum/ is /o
aleikum as salam/ ("with you be peace")*
/nomolkar/ is used for a greeting when meeting and also when parting*
o
ERIC
6o
2. The simple present tense is used to denote habitual action. The use
of the simple present, for example, in sentences 6-11, implies that the
speaker resides habitually or permanently in Chicago, that he habitually
studies at the University, etc.
(sentences 5 ff.) is the genitive (i.e., possessive) case suffix
which is used with noun stems which have a vowel final. For stems with
consonant final, see lesson 3> sentence 2, and grammar.
4. -te (sentences 7 ffO is the locative case (i.e., place in or to
which) suffix used with noun stems which have a vowel final, -e is the
locative case suffix used with noun stems with either vowel or consonant
final, thus:
city lohor
college kolej
Bengali bag la
Calcutta kolkata
in or to the city sohore
in or to the college koleje
in Bengali baqlate
baqlae
in or to Calcutta kolkatate
kolkatae
5* The verb “be" in the present tense affirmative is usually not
expressed.
The verb **be not” in the present tense is expressed; i»e«, in sentence
I5j its stem is /no-/ » to which are attached the regular present tense
verbal endings.
It is hot in Chicago.
It is not hot in Chicago.
Chicago is a big city.
Chicago is not a big city.
Is it cold in Chicago?
It is not cold in Chicago
sikagote ' gorom "
sikagote ‘ gorom noe »
sikago » boyo sohor "
sikago • boyo sohor noe
sikagote ki * -jjhaigi^a “
sikagote * -j^ha^^a noe '•
5*1* The sequence /hoe na/ does occur in a limited number of utterances;
these occurences will be pointed out as they arise.
5.2. There is usually no verb in the present tense affirmation, and the
present tense form of the verb /hooa/ can mean only (a) an event as a
law or a habit, or (b) a narrated past event*
Chicago is hot
It gets difficult to drive
on Saturdays
America was discovered four
and a half centuries ago
sikago gorom”
sonihare gayi calano sokto hoe"
sanerika ahiskar hoe saye carso
bochor age "
5*5* Other verbs form their negatives by the addition of the participl
/na/,
I study ami poyi I do not study ami poyi na
you do apni koren you do not do apni koren na
6. The simple present tense is formed by affixing the personal endings
to the simple stem of the verb (the verbal noun minus the suffix /-a/;
see Lesson 2, part section l). These endings are:
Person
1st (ami)
2nd (honorific — apni)
5rd (ordinary — se)
Examples:
I remain
you (hon.) remain
he (she, it) remains
I sit
you (hon.) sit
he (she, it) sits
The stem-vowel change in the first person will be discussed in Lesson 2.
Stem Ending
-i
-en
-e
ami thaki
apni thaken
s e thake
ami bosi
apni bo sen
se bose
6*1. Drills* Taped drills on this section of the lesson are arranged
in the following manner:
6* 1*1* Mutation drill #1. The form of this drill will be as follows:
An English sentence will be given* The student is to translate the
sentence into Bengali in the space left for it following the English*
The correct Bengali of the sentence will then be given, and the student
will repeat the answer, recording. An example:
Master (in English): I live In the house*
Student (in Bengali): ami ' bayite thaki "
Master (in Bengali): ami » bayite thaki '•
62
btudent (in Bengali): ami ' bajpite thaki "
7- Interrogatives begin with the phoneme /k/. Thus:
Bengali
English
ki
vrhat, interrogative particle
kothae
where
kcanon
how
koto
how much, how many
kon
which
kasno
why
Ihe distinctions between /kaanon/ and /koto/ and between /ki/ and /kon/
should he noted:
7*1.
/koto/ is an interrogative with reference to quantity or size
iryoul houle? "
here?^^^ there ekhane ' koto lok '•
7*2# /ksanon/ is used in a non-quantitative sense:
How do you like it? apnar » kainon lage •'
7*3. Between the interrogatives /ki/ and /kon/, possible confusion re-
sults from iinglish equivalents. In JiJnglish, the word "what«» can be used
in two ways: to indicate “which of several*', and to indicate "what
(general) thing". IDhus, in English, we can have "in what city do you
live" and "wh^ do you do". Bengali distinguishes between these two
usages. I'hus:
In what (i.e., which) city
do you live?
In what (i#e», which) chair
do you sit?
What do you do?
What do you study?
apni ' kon s oho re thaken "
apni ' kon ceare bo sen "
apni » ki koren "
apni ' ki poyen "
A simple rule is that where in English the word "which"
Bengali equivalent will be /kon/. A good minimal pair
can be used, the
is:
mat kind of job do you do?
iVhat particular work do you
^ O ^
apni * ki kaj koren "
apni ’ kon kaj koren "
Descriptively, it can be said that /J:on/ must take a noun following it;
/ki/ may or may not»
8. Intonation patterns.
Learning to speak a language well does not consist only of learning the
correct reproduction of the individual sounds of that language; the rise
and fall of the voice in the utterance of a sentence is also significant.
This is true in English. Dor example, pronounce the utterance;
first as a statement, then as a q.uestion. The difference between the
two is the intonation of the utterance, 'i’here is no other element which
denotes the difference between a statement and a question in this case.
The situation is similar in Bengali. There are three types of intona-
tion patterns so far met, one a statement intonation, and two (question
intonations.
Listen carefully to the tapes, until you are sure that you can reproduce
Bengali intonation patterns exactly.
Pattern 1; Statement.
Pattern 2: Questions with /ki/ involving a yes-no answer, (/ki/ is not
verbally translatable in English).
apni ki ' koren "
you’re going
My name is fiobi .
My name is Earn .
It is very hot in Chicago •
You (hon.) live in Chicago.
You (hon.) work (lit. you do
work) .
I study Bengali •
I study at the college .
amar nam ' robi "
amar nam * ram ”
sikagote ’ khub gorom ’’
apni ’ siksgote thaken "
apni ’ kaj koren "
ami ’ baqla poyi "
ami ’ koleje poyi "
Do you do?
Do ;*'Ou work?
Is it very hot in Chicago?
apni koren ’ ki ”
apni ki ’ kaj koren ”
apni kaj koren ’ ki "
sikagote ki ' khub gorom "
sikagote khub gorom ‘ ki "
Pattern 3s
Do you study Bengali?
apni ki ' baqla poipen
apni ' baqla poyen ki "
In the following sentences, /ki/ is translatable in English
by the interrogative "what"*
^Vhat do you do?
V/hat do you study?
V/hat is your name?
V/hat is your work?
^There do you live?
How many people are there in
Chicago?
How do you like Chicago?
How (much) different is
Bengali?
apni ' ki koren "
apni koren ' ki "
apni ’ ki poyen "
apni poyen ' ki "
apnar ’ ki nam '•
apnar nam ' ki '•
apnar ' ki kaj '*
apnar kaj ' ki »
apni * kothae thaken "
apni thaken ' kothae "
sikagote ' koto lok "
apnar sikago ' kaemon lage
baqla ’ koto sokto •'
8*1* Drills* Taped drills on this section of the lesson are arranged
in the following manner:
8*1.1* Intonation drill #1 (pattern 1, statement intonation)
An English sentence will be given, and the student will translate it
into Bengali in the space given* The student will then hear the correct
Bengali, and will repeat the correct Bengali in the space given*
8*1*2* Intonation drill #2 (pattern 2, q.uestion with /ki/ involving a
"yes" or "no" answer)
An English sentence will be given, and the student will translate it
into Bengali, recording in the space given* The student will then hear
the correct Bengali and will repeat it, recording, in the space given*
8*1. 3* Intonation drill #3 (pattern 3> q.uestions with /ki/ meaning
"what"). The system will be the same ao for the drills above.
65
9o Word order: In Bengali a modifier precedes that which it modifies:
a hot city gorom sohor
Very good ( very well) khuh hhalo
easy Bengali soho.i haqla
10. Bengali sentence formation: Form Bengali sentences (both as ques-
tions and statements — note differences of intonation Between the types
of formations), from the following outlines and translate them into
English. Use forms in parentheses (interrogatives) for question
formation.
Modifier
Noun
( Interrogative)
Noun
( Interrogative)
amar
apnar
nam
(ki)
robi
ram
(ki)
10 . 2 .
10.5
ERIC
noun or
pronoun
( Interrogative)
verbal
modifier
or object
verb
stem
suffix
( Interrogative)
ami
ekhane
thak-
(ki)
apni
s ekhane
khsel-
se
sohore
bos-
ram
bayite
robi
sikagote
baqla
poy-
kothae
ki (what)
kor-
i/ en/ e
(ki)
66
10.4-
Noun
Interro-
Modifiers
Noun
(Verb)
Interro
gative
gative
Noun
(locative)
sikago
(ki)
khub boyo
bayi
cho‘^0
ghor
sohor
koto
baqla
(ki)
sokto
sohor
(noe)
(ki)
sikagote
gorom
koto
(noe)
ekhane
■tha:g,(^a
baifite
sohore
(ki)
(ki)
Lesson 1*
part 4. Pattern drills.
1. Pattern: sentences 5*
a. My name is Naresh (Cnores3). What is your name?
b. My name is Shuhash (CsuhasJ). What is your name?
c. My name is Probash (L'probas]). What is your name?
d. My name is Shomdeb (Csomdebl). What is your name?
eo My name is Shamir (CsomirJ). liThat is your name?
2. Pattern: sentences 3> 5-
a. My name is Nira (CniraJ).
b. My name is Rita (L'rita3).
c. My name is Shanta (CsantaJ).
d. My name is Shita (LsitaJ).
e. My name is Shipra (CsipraJ).
3* Pattern: sentences 6, 8, 10.
a.
b.
c.
do
Where do you live?
V/here do you sit?
V/h^'re do you play?
V/here do you study?
e. What do you do?
Pattern: sentences 7> 9*
a* I live in the city*
h* I sit in the chair*
Co I play here*
d* I study in Chicago*
e* I study here*
Pattern: sentences 6» 8» 10*
ao What do you do?
h* What do you study?
c* V/hat do you play?
d* What do you study?
e* What do you read?
Pattern: sentence 11*
a* I study in the college*
b* I study Bengali*
c* I play games*
d* I study language*
e* I read English*
Pattern: sentence 12*
a* Is the college difficult?
b* Is Bengali difficult?
c* Are the games easy?
do Is language easy?
e. Is English very difficult?
Pattern; sentence 15*
a* No, it is not difficult*
b* No, it is not very difficult*
c* No, not very easy*
d* No, language is not easy*
e* No, it is not difficult*
Pattern: sentence 12 and 14*
a* Is it very hot in the city?
68
b.
Is
it
very
c.
Is
it
very
d.
Is
it
very
e.
Is
it
very
Pattern:
15
10. Pattern: 15 and I 7 .
a. ITo, it is not very hot.
h. ITo, it is not very cold.
c. Ho, it is not very hot there.
d. Ho, it is not very cold in Chicago.
e. Ho, it is not very cold here.
11 . Pattern: 12 and 14.
a. Is it very cold in the city?
h. Is it very hot in the house?
c. Is it very cold there?
d. Is it very hot in Chicago?
e. Is it very hot here?
12. Pattern: 15 and I 7 .
a. Yes, it is very cold,
h. Yes, it is very hot.
c. Yes, it is very cold there.
d. Yes, it is very hot in Chicago.
e. Yes, it is very hot here.
13 • Pattern:
18.
a. How big is the city?
h. How difficult is Bengali?
c. How cold is Chicago?
d. How hot is your house?
e. How easy is English?
14 . Pattern: 19*
a* Chicago is a very big city.
b. Bengali is a very easy language.
c. Chicago is a very cold city.
d. My house is very hot.
e. English is a very difficult language.
15 .
Pattern: 20
a*
b.
c*
d.
e*
How many people
How many people
How many people
How many people
How many people
are
there
in
are
there
in
are
there
in
are
there
in
are
there
in
the city?
the country?
Chicago?
your house?
your college?
16. Pattern: 21.
a. There are many people in Chicago,
h. There are many people in the country.
c. There are many people in the city.
d. There are many people in my house.
e. There are many people in my college.
17. Pattern: 22.
a. How do you like the city?
h. How do you like Bengali?
c. How do you like Chicago?
d. How do you like your house?
e. How do you like the college?
18. Pattern: 25*
a. I like the city very much,
h. I like Bengali very much.
c. I do not like Chicago very much.
d. I do not like my house very much.
e. I like the college very much.
Lesson 1> part 5* Brills .
Translate into Bengali:
Drill 1
— V/hat is your name?
— My name is Haresh.
— li^ere do you sit?
— I sit here.
— Do you sit in this chair?
Drill 2
— liVhere is your house?
— My house is in the city.
— How big is your house?
— My house is very big.
— In what city is your house
o
4,
70
No, I sit in that chair.
VJhat do you study?
I study Bengali.
How do you like Bengali?
Very much.
Is Bengali very difficult?
No, it is not very difficult.
— It is in Chicago.
— How do you like Chicago?
— It is very hot there.
— Is Chicago a big city?
— Yes, there are many people
in Chicago.
Lesson 1, nart 6. Vocabular 7 v^
Nouns
Verbs
Bengali
English
(Note:
verbs are given in stem form:
the
endings are
added directly to
the
bayi
house
stem; see also Lesson 2, grammar.
ghor
room
Bengali
English
kaj
work
khaela
game
bos-
sit
cear
chair
khael-
play
des
country
kor-
do, make
iqriji
English (language)
bhasa
language
kolej
college
Ad.iectives
Other
Bengali
English
Bengali
English
sohoj
easy
ei, e
this
sokto
difficult
o
•H
O
that
cho’yo
small
ekhane
here
okhane
sekhane
there
there
Idioms
bhalo
amar lage
kharap
apnar kaanon lage
me-of strikes- (it)
bad
you-of how strikes- (it )
(I like/dont like it.)
(How do you like it?)
o
ERIC
Lesson 2> part 1»
Conversation*
Analysis and translation Bengali
2nd person ordinary pronoun ••you” tumi
stem of verb "do* make” kor-
2nd person (ordinary) verbal
ending -o
••you (ordinary) do” (tumi) koro
A* What do you do?
A* tumi • ki koro ••
noun stem, "office” ophis
(note that Bengali /ph/ is
frequently pronounced much like
English f see Phonology, 4.2.6.
locative case ending for stems
with consonant final -e
"in the (an) office” ophise
noun stem, "work” kaj
alternative (high) stem of
verb "do, make” (see grammar,
section 1) kor-
"I do” (ami) kori
B. I work in ar office.
B. ami • ophise ka.i kori
stem of 2nd person (ordinary)
pronoun ”you'^ toma-
genitive case ending for stems
with vowel final -r
"of you (ordinary)” tomar
noun stem, ” father'* baba
"your father” tomar baba
demo3astrative» "that"
morpheme indicating place
locative case ending
"in that place, there"
2nd/3rd person honorific ending
"he (honorific) does"
A* Does your father work there ?
3rd person honorific pronoun
"he, she"
B* ITo, he doesn’t work there >
A* What does your father do ?
"some, any"
"none at all"
B* He doesn’t do any work at all «
noun stem, "brother"
present stem of defective verb
"be"; see grammar, section 3*
3rd person (ordinary) verbal
ending
A* Do you have any brothers ?
(you-of ? any brother there is)
foimi of numeral "two" used in
compounds
q,ualifying suffix, used with
reference to human beings
B* Yes, I have two brothers *
(yes, me-of two-(q.ualifier)
brother there-is)
se
-khan-
-e
sekhane
~en
k-oren
A« tomar baba ki ’ sekhane
ka.i koren "
tini
B* na ’ tini ’ lekhane ka.i
"" koren na "
A* tomar baba ’ ki koren "
kono
kono • • • na
B • tini ’ kono ka.i ’ koren na "
bhai
ach-
-e
A* tomar ki ’ kono bhai ache "
dU“
-Oon
B. hie " amar ’ du.jon bhai ache "
75
9.
5rd person (ordinary) pronoun
stem
ta-
nominative plural ending, used
with, pronouns and nouns having
reference to living beings
-ra
"they, those people" (ordinary)
tar a
3rd person ordinary verbal ending
-e
(note that the ending is the
same for singular and plural)
"they (ordinary) live"
tar a thake
A. Where do they live?
A. tar a * kothae thake "
10.
noun stem, "house"
bayi
locative case ending
-te
"in the house, at home"
bayite
B. They live at home.
B. tara ' barite thake "
11.
"big"
boyo
A. Where does your older brother
A. tomar boro bhai *
kothae
“* work?
ka.i koren "
12.
B. He works in an office.
B. tini * ophise ka,i
koren "
15-
"little"
cho-j?o
A. What work does your younger
A. tomar choto bhai
' ki ka.i
^ brother do?
kore "
14.
verb stem, "read, study"
poy-
B. My younger brother studies.
B. amar choto bhai '
pore "
15.
3rd person (ordinary) pronoun
stem "he/she/it"
ta-
genitive case ending for stems
with vowel final
-r
"of him/her (ordinary)"
tar
noun stem, "age"
boss
ERIC
A« tar bo 63 * koto ”
How old is he ?
(how much is his age?)
"twenty"
B. He is twenty *
(his age is twenty)
A. Does your younger brother
study in college ?
B. Yes> he studies in college .
stem of verb "go"
3rd person (ordinary) ending
"he goes"
"daily, every day"
A* Does your younger brother go
to college every day ?
noun stem, "week"
locative case ending
"in the week"
"four"
noun stem, "day"
B. Ho, four days a week he does
not go to college *
"which"
"which (plural)"
"which day"
"which days"
A* ^ich days of the week does he
not go to college ?
Sunday
Monday
kuyi
B. tar boes * kuri "
A* tomar choto bhai ki '
kole.ie noye "
B« hffl " se * kole.ie noye "
ja-
-e
(se) jae
roj
A* tomar choto bhai ki * ro
kole.ie .iae "
loptaho
-e
soptahe (see grammar,
section 8)
car
din
S* na * sontahe * car din *
se kole .i e .iae na "
kon
kon kon
kon din
kon kon din
A* se soptahe * kon kon din
kole.ie .iae na
robibar
sombar
75
23 *
ERIC
Tuesday
Wednesday
"and"
B* He does not go to college
Sundays > Mondays » Tuesdays »
or Wednesdays .
"only"
Thursday
Priday
Saturday
B. He goes to college only
Thursdays > !^ridays» and
Saturdays *
moqgolhar
budhbar
ar
B* se robibar * sombar *
"" mongolbar * ar budhbar *
kole.ie .iae na "
kebol
brihospotibar
sukrobar
ionibar
B. se kebol * brihospotibar *
sukrobar * ar sonibaf""^
kole.ie .iae "
76
Lesson 2> part 2* Drills *
The taped drills will follow the same pattern as in Lesson 1*
Lesson 2» part 3 * Grrammar *
1. Many Bengali nouns, pronouns, and verbs have two alternative stems*
The two alternative verb stems will hereafter be distinguished as "high"
and "low" stems, the terms referring to the height of the stem-vowel
(see chart below)* The low-stem form is the basic form, the form which
you will be given throughout this text, since through it the system of
vowel change is more easily understood*
1*1* The basic form — low stem — can be considered as the verbal noun
minus the nominal suffix:
Verbal noun
kora "doing"
kena "buying"
khasla "playing"
jaoa "going"
1*2* The system of Bengali vowels is
Bront Middle
High i
e
Mid
1 gp
Low a
1*2*1* The system of vowel alternation is as follows;
When the low-stem vowel is /e/, the high-stem vowel is /i/*
/®/»
/e/
/o/,
/u/
/.V,
/o/
The stem-vowel /a/ presents a special case, and will be considered in
detail at a later time; for the present, we can consider stems with /a/
as having no vowel change* Stems in /i/ and /u/, these being the
highest vowels, have no higher form*
Basic stem
knr-
ken-
khsel-
ja-
charted as follows:
Back
u
0
1«3« In some cases the stem-vowel alternation can be phonologically
defined, as for example in sentences 1 and 2 in this exercise* In sen-
tence 1, the verb "do, make" occurs with the stem /kor-/* In sentence
2, the same verb occurs with the stem /kor-/« Note that the 1st person
(personal ending -i) form of the verb, i«e, /kori/, is the form which
occurs in sentence 2* It is a general phonological rule for the language
that when a word of this shape: consonant-vowel- ( consonant) , has for the
second vowel either /i/ or /u/, the preceding vowel of the word is high*
In sentence 2, the second vowel of /kori/ is /i/, and the /o/ vowel of
the 3.0W stem becomes the high vowel /o/*
1*3«1« Other examples of this type of vowel-alternation in verb stems
are:
Vowel Alternation Stem
e/i
ken-
83 / e
khffil-
o/ 0
bos
o/u
0-^h-
Simple Present Tense Paradigm
ami kini
tumi keno
apni kenen
se kene
tini kenen
"I buy"
"you (ord*) buy"
"you (hon*) buy"
"he (ord*) buys"
"he (hon*) buys"
ami kheli
tumi khaslo
apni khffilen
se khffile
tini khsslen
ami bosi
tumi boso
apni bosen
se bose
tini bosen
"I play"
"you play"
"you play"
"he plays"
"he plays"
"I sit"
"you sit"
"you sit"
"he sits"
"he sits"
ami u'J^hi
tumi o'i?ho
apni o’jjihen
se o'the
tini o'J^hen
"I rise up"
"you rise up"
"you rise up"
"he rises up"
"he rises up"
1*4* Stems with /a/ have no change in the simple present tense*
78
stem Simple Present Tense Paradigm
dan-
da-
ami d^J^i
"I know"
tumi dano
"you know"
apni danen
"you know"
CD
<LJ.
CD
"he knows"
tini danen
"he knows"
ami dai
"I go"
tumi dao
"you go"
apni dan
"you go"
se dae
"he goes"
tini dan
"he goes"
Uote that stems with vowel final have the ending /-n/ in the honorific
forms*
1*5* Drills on these vowel changes will follow the same pattern as in
Lesson 1*
1*6* Examples of this type of alternation in pronoun and noun stems are;
Vowel Alternation
Genitive
Nominative
o/u
tomar "of you"
tumi "you (ord*)"
Masculine
Eeminine
o/o
noi? "actor"
no’fi "actress"
1*7* There are otlier stem-vowel changes which are not phonologically
definable; these will be considered at a later time*
1*8* Write the simj^le present tense paradigms for the following verb
stems
(to) read poy-
(to) drop, throw phasl-
(to) know, recognize cen-
(to) hear son-
(to) remain thak-
1*9* The verb /de-/, "give", is irregular in the simple present tense,
and has the following paradigm*
ami dii
"I give"
79
tiuni dao "you (ord*) give"
apni dasu "you (hon*) give"
se daee iijie (ord*) gives"
tini dasn "he (hon*) gives"
2* Tile /khan/ morpheme) indicating place) as in sentence 3> is usually
used in tlie locative) i.e.) /-khane/. Various kinds of demonstratives
and interrogatives can be substituted as the first element of a word)
e*g* »
e khane
"in this place) here"
0 khane
"in that place) there"
(with specific reference)
sekhane
"in that place) there"
(used in a more generalized
way than the preceding)
konkhane
"in which place) where"
The defective verb /ach-/)
sentence 7*
3*1* In statements which imply a permanent condition) some form of the
verb /ach-/» which exists only in the simple present and simple past
forms ) is used. A good rule of thumb is that this verb can be used in
statements or questions which may have the expression "there is" in
English* In sentence 7) for example) the literal translation is: "Is
there any brother of you?"
3*2* The negative form of the verb /ache/) "there is") is /nei/)
"there is not":
tomar ki * kono bhai ache" Do you have any brothers?
na " amar ’ kono bhai nei" NO) I don't have any brothers.
4* There is no simple Bengali equivalent for the transitive English
verb "have) possess". As in sentence 7) a possessive construction is
formed by the use of the genitive case for the sub.iect and the 3rd
(or impersonal ) form of the verb /ach-/> thus:
amar 'aekta boi ache "
tar *si^'|?a boyo kukur
ache"
me-of on e-( qualifier) I have a
book (there)-is book.
him-of on e--( qualifier) He has a
big dog (there)-is big dog.
5* We have now had two types of second person pronoun — the stems
80
/apn-/ and apna-/> in Lesson 1> and /turn-/ and /toma-/> in Lesson 2*
The distinction between these two forms is that /apn- apna-/ (used with
verbal ending /-en/) is an honorific fonn of address » while /turn- toma-/
(used with the verbal ending /-o/)is an ordinary form of address .
5*1* There is also a distinction between ordinary and honorific forms
of address in the 5rd person* The 5nd person ordinary pronoun forms
are /se/ (nominative) and /ta-/ (stem to which inflectional endings are
added)* The 5rd person honorific pronoun form is /tini/* Note that the
honorific verbal endings are the same for both 2nd and 5rd persons*
apni koren
tini koren
apni janen
tini janen
apni jan
tini jan
you do
he/she does
you know
he/she knows
you go
he/she goes
5*2* The circumstances which govern the distribution of these forms are
not easily defined, but a basic rule of thumb might be the followings
The polite or honorific form is used by Bengalis when addressing or
referring to a person of superior rank, an elder, or an eq.ual with whom
the speaker is not on intimate terms* The ordinary form is used with
intimate eq.uals and members of one’s immediate family; it is also used
by Bengalis when addressing servants* It is to be noted, however, that
a non-native Bengali speaker will not go wrong by using the honorific
form in every circumstance except perhaps when addressing servants* It
is a matter about which it is well to be careful, since the form you use
indicates to the listener your attitude toward him*
5*5* There is another degree of second person address, of which the
pronoun stem is /to- tu-/* The inflection of this pronoun is:
Nominative:
Grenitive:
(Objective:
tui
tor
toke)
The verbal ending is /-is/, thus: tui janis ’’you know”
This form is sometimes used for addressing very intimate friends and
8i
younger family members, sometimes for servants and children, and for
animals. It is not a form which a foreigner can often use; therefore
there will he little stress laid upon it in these lessons.
6. The nominative stem of the 3rd person pronoun is /se/ or, in the
honorific, /tini/. The inflectional stem, however, is /ta-/ or, in the
honorific, /ta-/* Thus;
He reads his hook. se*tar hoi poye'*
He (hon.) reads his hook. tini'tar hoi poyen"
7* The nominative plural ending for pronouns and nouns which have re-
ference to human heings is /-ra/ (for stems with vowel final) and /-era/
for stems with consonant final). Thus;
chele
chelera khae
ta-
tara jane
manus
manusera jae
Note that the rule is not infle;
(people) are possible.
hoy
the hoys eat
3rd person pronoun stem
they know
man
men go
e; the forms /manusra/ and /lokra/
7*1* The personal endings of the verb are identical for singular and
plural;
English
I do
you (ord. ) do
you (inf.) do
you (hon.) do
he (she, it)
does
he (she, it -
hon. ) does
we do
you (ord.) do
you (inf.) do
Bengali
ami kori
tumi koro
tui koris
apni koren
se kore
tini koren
amra kori
tomra koro
tora koris
82
you (hon.) do
they (ord. ) do
they (hon.) do
apnara koren
tara kore
tara koren
7* 2. Make complete paradigms*
verbs:
(to) buy
(to) go
(to) play
(to) hear
(to) know
7* 5* Note that, as in sentence 8
singular and plural, for the following
ken-
ja-
khsel-
son-
jan-
when the noun is accompanied by a
plural adjective (here /dujon/), it takes no plural suffix.
8. Noun stems ending in /~o/ are inflected by the replacement of final
/o/ by the inflectional suffix.
"week" soptaho
"of the week" soptaher
"in the week" soptahe
9* Sentence formation: construct possible Bengali sentences:
Modifier
Noun or
Pronoun
Interro-
gative
Verbal
Modifier
Verb
Stem
Suffix
amar
apnar
tomar
tar
tar
ami
tumi
apni
se
tini
tara
baba
dada
bhai
bon
ma
bondhu
Ocl)
ekhane
sekhane
ba:fite
ghore
schore
koleje
(etc. )
ja-
kor-
khsel-
poy-
thak-
kothae
Modifier
Noun or In-
Pronoun terr.
Modifiers Verb
and Nouns
Suffix
In-
tern.
(Genitive) (ki) kono baba ach-
tomar dada
amar cho-jjo bhai
apnar boyo bondhu
e
(ki)
amar
tomar
apnar
bondhur
boes koto
boss kuyi
tiris
Noun or
Pronoim
Modifier
Modifier
Noun
Verbal
Modifier
Verb
Suffix
ami
tumi
apni
le
ram
bhai
loptahe
kon kon
kon
sdc
du
tin
robibar
sonibar
roj
din
koleje
ekhane
bari'j^e
^ohore
ja-
khasl-
Poy
al-
%/ ,
Lesson 2» part Patte 2 ?n drills .
Pattern: sentences 1, 5*
a. V/hat does your younger brother do?
b* \^hat does your younger brother study?
c* What does your older brother do?
d* What does your older brother study?
e* What work does your father do?
Pattern: sentences 2, 12.
a* He (ordO goes to college*
b* He (ord*) studies Bengali,
c* He (hon.) works at the college,
d* He (hon.) studies English.
81 ^
e* He (hon*) works in an office*
3* Pattern: sentence 3*
a* Does your younger bi other study there?
h* Does your younger brother speak Bengali?
c* Does your older brotxier study there?
d. Does your older brother study at the college?
e* Does your older brother work there?
4.
Pattern: sentence 4*
a* Yes, he (ord*) studies there*
b* Yes, he (ord*) speaks Bengali*
c* Yes, he (hon*) studies there*
d* No, he (hon*) does not study at the college*
e* No, he (hon*) does not work in the office*
5* Pattern: sentence 5*
a* What work does your younger brother do?
b* What language does your older brother know?
c* What work does your older brother do?
d* What books does your older brother read?
e* What work does your older brother do?
6* Pattern: sentence 6* (Use appropriate pronoun and verb forms*)
a* He doesn’t do any work at all*
b* He doesn’t know any Bengali at all*
c* He doesn’t do any work at all*
d* He doesn't read any books at all*
e* He doesn't study any books at all*
7* Pattern: sentence ?•
a* Do you have any older brothers?
b* Does he have any Bengali books?
c* Do you (hon*) have any younger brothers?
d* Does he have any English books?
e* Does he have any work?
8* Pattern: sentence 8*
a* Yes, I have one older brother*
•b. Yes, he has some Bengali hooks.
c. Yes, I have four younger brothers.
d. Yes, he has some English hooks.
e. Yes, he has some work.
9 . Pattern: sentences 9* H*
a. Where does he live?
h. Where does he huy hooks?
c. Where do they study?
d. mere does your older brother live?
e. Where does he work?
10. Pattern: sentences 10, 12.
a. He lives at college,
h. He buys hooks in the city.
c. They study in the room.
d. He lives at home.
e. He works at the college.
11. Pattern; sentence 15 •
a. How old is he?
h. How old is your younger brother?
c. How old is your older brother?
d. How old is your older sister?
e. How old is your father?
12. Pattern: sentence I 6 .
a. He is thirty.
He is twenty.
c. He is twenty-five.
d. He is forty.
e. He is fifty*
15 . Pattern: sentence 17*
a. Does he study at the college?
b. Does your younger brother study at the college
c. Does he live at home?
d. Does he study at home?
86
e. Does your father live in the city?
14* Pattern: sentence 18*
a. Yes, he studies at the college.
h. Yes, my younger "brother studies at the college.
c. Yes, my older "brother lives at home.
d. Yes, he studies in the room.
e. Yes, he lives in the city.
15* Pattern: sentence I 9 .
a. Does he go home every day?
"b. Does he study at the college every day?
c. Does he come home every day?
d. Does he study every day?
e. Does your father go home every day?
16. Pattern: sentence 20.
a. No, two days a week he does not go home,
h. No, three days a week he does not go to college.
c. No, four days a week he does not come home.
d. No, five days a week he does not study.
e. No, one day a week he stays at the college.
17* Pattern: sentence 21.
a. Which days of the week does he not go home?
h. Which days of the week does he not go to college?
c. V/hich days of the week does he not come home?
d. Which days of the week does he not study?
e. Which day of the week does he stay at the college?
18. Pa.ttern: sentences 22, 23.
a. He does not go home Sunday and Monday.
"b. He does not go to college Sunday, Monday, and Tuesday.
c. He does not come home Monday, Tuesday, Wednesday, and Thursday.
d. He does not study Monday, Tuesday, Wednesday, Thursday, and
Friday.
e. He stays at the college Saturday.
ERIC
8 ?
a. He goes home only Tuesday, Wednesday, Thursday, Friday, and
Saturday.
b. He goes to college only Wednesday, Thursday, Friday, and
Saturday.
c. He comes home only Friday, Saturday, and Sunday.
d. He studies only Saturday and Sunday.
e. He comes home Sunday, Monday, Tuesday, V/ednesday, Thursday, and
Friday.
lesson 2, part 4. Sentence Drill .
Drill 1
Drill 2
— Where do you (ord.) work?
— I work at the college.
— Do you study there?
— Ho, I work in the office.
— What work does your father do?
— My father is (a) doctor.
— V/here does he live?
— He lives in Calcutta.
— Do you have any brothers?
— Yes, I have three brothers.
— V/hat do they do?
— They study at the college.
— Do you stay at home Mondays?
— Yes, I stay at home two days
a week, Monday and Tuesday.
— Have you any sisters?
— Yes, I have two sisters.
— ■\7hat does the older sister do?
— She studies English.
— 'Does she speak English?
— Ho, she speaks only Bengali.
— Where does your younger sister live?
— 'She lives at my father’s house.
— Does your sister have any sons?
— Yes, she has two sons and one daughter.
— How old is the daughter?
— She is ten.
lesson 2, part 3* Vocabulary .
Houns
Bengali
English
Bengali
English
rokom
kind
bon
sister
^aktar
doctor
ma
mother
kolkata.
kolikata Calcutta
dada
older brother
pocis
twenty-five
chele
son, boy
tiris
thirty
mee
daughter, girl
collis
forty
bondhu
friend
ponca^
fifty
J
88
Verbs
Ad.iectives
Ben^cali
English
Bengali
English
nac-
dance
Cardinal Numbers:
bol-*
say
sek
one
as
come
dui, du
two
tin
three
Other
car
four
mattro
pac
five
kebol
only
choe
six
kicbu
some, a few
sat
seven
B.%
eight
noe
nine
dos
ten
kayi, bis
twenty
Days of the Week!
I
1
robibar
Sunday
sombar
Monday
moqgolbar
Tuesday
budhbar (budbar) Wednesday
brihospotibar
Thursday
sukrobar
Friday
sonibar
Saturday
Lesson 3> part !• Conversation *
Analysis and translation
Bengali
1*
"news”
khobor
"what news" — form of
greeting
ki khobor
A»
What news?
A* ki khobor "
2.
"of you (ordinary)"
tomar
B.
G-ood* What’s the news with you?
B. bhalo "
tomar ’ ki khobor
3*
demonstrative, "that"
0
qualifying suffix; see grammar,
section 2*
-■j^a
"that (particular)"
o'^a
A#
Grood* What book is that?
A* bhalo "
Ota ’ ki boi "
4* "one"
qualifying suffix; see grammar,
section 2»
"a, an"
noun stem, "poetry, poem"
genitive case suffix for stems
with vowel final
"of poetry"
"book of poetry"
aek
aek-j^a
kobita
-r
kobitar
kobitar boi
B. (It is) a book of poetry*
Bo s^i^a ' kobitar boi "
o
ERIC
90
5o
noun stem, '•'book"
hoi
qualifyinff suffix; see Grammar,
section 2
“"Ij a
"that hook"
boi^ya
genitive case suffix
-r
"of that hook"
boi-J^ar
A*
What is the name of that hook?
A. 0 boitar ' nam ki "
6#
name of a hook of poems hy
Tagore
bolaka
B.
That hook's name is Balaka.
B. 0 boitar nam ' bolaka "
?•
demonstrative pronoun, "that"
0
q.ualifying suffix
-■|?a
genitive case suffix
~r
"of that (particular) one"
o’Jiar
verb stem, "write"
lekh-
noun stem, "writer"
lekhok
interrogative, "who"
ke
A.
Who is the writer of it?
A. Otar ' lekhok ke "
8.
name of a famous Bengali poet,
Rabindranath (Tagore)
robindronath (-^hakur)
B.
Rabindranath is the writer of
B. Otar lekhok ' robindronath "
IS
•
1
verb stem, "know, recognize"
Dan-
"you (ordinary) know"
(tumi) jano
B.
Do you know Rabindranath's name?
B. tumi ki robindronather ' nam
.1 ano "
10.
(inflectional) stem of 5rd
person (honorific) pronoun
ta-
"of him (honorific)"
tar
A.
Wo, I don't know his name.
A. na " ami ' tar nam ' ,iani na
L.
91
11* A* Who is he ? tini ke •'
12. "one" ^
qualifying suffix t used with
reference to human beings -3 on
"one (person)" aekgon
noun stem, "poet" kobi
B. He is a poet . B. tini * a^.jon kobi "
13* noun stem, "song" gan
Does he write songs ? A. tini ki * gan lekhen "
14. for this use of the future tense,
see grammar, section 3.1.
basic stem of verb "hear"
high stem of verb "hear"
sign of the future tense
2nd person (ordinary) verbal
ending used with future tense
"you (ordinary) will hear"
son-
sun-
-b-
-e
(tumi) sunbe
Bo Yes. V/ould you like to hear a
song by Rabindranath ?
Bo hie " tmni ki * robindronather
gan * sunbe "
15«
for this use of the genitive case,
see grammar, section 4*
verb stem, "hear"
sign of the future tense
1st person verbal ending,
future tense
"I will/shall hear"
sun-
-b-
-0
(ami) sunbo
A. Yes , I should like to hear a A. has " ami * tar gan * sunbo "
song by him . ' "
160
type of Indian stringed
instrument ^etar
verb stem, "play (an instrument)" baga-
you (ordinary) will play" (tumi) bagabe
o
92
A. V/ill you play the sitar ?
A. tumi ki * setar bajabe "
17* "typs 0^^ instrument, violin
B. Uo, I shall play the Behala *
Behai a
B. na " ami * hehala hajaho '»
18. 2nd person (ord.) pronoun stem
genitive case suffix with vowel
stems
post-position "with" (accompani-
ment), governing a preceding
genitive
"with you"
type of Indian drum
toma-
-r
soqge
tomar soqge
tohla
A. I shall accompany you on the
tahla.
A. ami * tomar songe * tohla
ha.iaho "
19* B. Will your Brother play the
sitar?
B. tomar Bhai ki * setar
Ba.iaBe "
20. A. Yes, he will play .
A. hffi " Ba.iaBe "
Lesson 3, part 2. Grrammar i.
1. Genitive case endings. The genitive case ending has two forms:
1.1. The general rule for the formation of the genitive case is that
when a word has a vowel final, the suffix is /-r/. When a word has a
consonant final, the suffix is /-er/. There is an exception to this
rule;
V/hen the word has the shape OV (consonant-vowel) and the final vowel is
/i/, /u/, or /a/, the genitive suffix is either /-r/ or /-er/. When the
word has the shape CVV (consonant-vowel-vowel), and the final vowel is
/i/ or /u/, the genitive suffix is /-er/. Examples:
English
Nominative
Genitive
OV;
mother
ma
mar, maer
foot
pa
par, paer
CW:
Book
Boi
Boier
brother
wife
bhai
bou
bhaier
bouer
93
But the genitive of /kobi/, "poet”, is /kobir/, the word being of OVOY
shape*
2* The use of qualifiers.
2*1* There are various qualifiers (sometimes called "particles") in
Bengali, which have different usages and meanings. The most commonly
used one is the one which we have in sentences 5, 6, 7> and 8 —
i.e., /-tfa/. It is often difficult to assign a lexical meaning to these
qualifiers. They are frequently added to adjectives or, as here, demon-
strative pronouns , which are not accompanied by a noun *
Examples:
English
What book is that (or, depending
on the intonation, "Is that a
book? ")
\tfhat book is this (or: Is this
a book?)
Is this easy?
Is that bad?
That is bad.
That is easy work.
Bengali
o'ta ki boi"
ej?a ki boi"
e-^a ki' soho j"
se'ta ki'kharap"
sej^a'kharap"
oj^a'sohoj kaj"
When the demonstrative is accompanied by a noun, the qualifier is affixed
to the noun. Note also differences in meaning.
What is that book? o boi'jja'ki"
That work is easy. o kaj •j?a' soho j "
This poetry is very beautiful. o kobita-ta'khub sundor"
Drill carefully (using the tapes) on these usages and distinctions.
2*1*1* How would you say the following?
Tha.t work is difficult.
That is difficult work.
That book is good.
That is a good book.
9k
That poem is beautiful.
That is a beautiful poem.
Is that difficult work?
Is that work difficult?
2.1.2. CDhe difference might be defined in this way: that when the
demonstrative (/e/, /o/, or /le/; is used adjectivally (i.e., accompany-
ing a noun), the noun takes the qualifier. V/hen it is used pronominally
(i.e. , standing alone, as the subject or object of the sentence), the
demonstrative itself takes the qualifier.
2.2. Qualifiers are usually added to numerals and other adjectives of
quantity even when accompanied by a noun, as in sentence 4. Again, in
such cases, there is no transf errable meaning in iinglish. An exception
to this rule is when adjectives of quantity accompany nouns referring to
money or measure. Por example:
"two annas” du ana
"five rupees” pac -Jjaka
"two seers” du ser
The numerals /du/ ("two"), /tin/ ("three") and /oar/ ("four") usually
take special forms of the qualifier, thus:
I want two books. ami-dufo boi oai"
I shall hear three songs. ami'tin-fe gan sunbo"
I shall eat four mangoes. ami'oar-J|e am khabo"
Note that when adjectives of quantity are used, the nouns which they
accompany are singular in form.
2.3. The qualifier /-$a/ can be used with reference to any person or
object, fhe qualifier /-jon/ , however, as in sentence 2, can be used
only in reference to human beings. Although /-ta/ can also be used with
human reference, the use of /-jon/ is preferable in this situation.
2.4. Examples of these various usages are as follows:
I shall fetch a book*
I shall fetch that book.
I shall fetch that.
ami'a?k-ta boi anbo”
arai'o boi-J?a anbo”
ami'otia anbo”
o
k.
95
He (hon«) will
He (h.on« ) will
He (hon«) will
He (hon«) will
sing a song*
sing two songs*
sing that song*
sing that (one)*
I ha.ve a book*
I have a brother*
tini'sdc'jja gan gaiben"
tini’du-j?o gan gaiben"
tini'o gan^^a gaiben"
tini’o-j?a gaiben"
amar ’sek'ija boi ache"
amar’sekjon bhai ache"
3 . The simple future tense*
3*1* The two uses of the future tense which are illustrated in this
lesson are the following;
a* The indication of action that will take place in the future
time*
b* An expression eq,uivalent to the jinglish "would you ***" (i*e*>
do you want to) as in sentence 15*
3* 2* The future tense is formed by the addition of the future sign /-b-/
•bo the high stem of the verb > unless the vowel of the verb stem is /a/ ,
and with the exception of the stem /ho-/* vowel of the stem is /a/
or the steai is /ho-/> the low vowel is preserved in the future tense* The
personal endings of the future tense are then added to the stem + b
complex. The future tense personal endings are;
1st person (ami) /~o
2nd person (ordinary — tumi) -e
2nd person (inferior — tui) -i
2nd person (honorific apni) ~en
3rd person (ordinary — se) -e
3rd person (honorific — tini) -en
3 . 3 . Bample simple future paradigms are;
son- "hear"
ami sunbo
tumi sunbe
tui sunbi
apni simben
se sunbe
tini sunben
I shall hear
you (ord*) will hear
you (inf*) will hear
you (hon*) will hear
he (ord*) will hear
he (hon*) will hear
I M i W Wi fc '.t '
96
ken- -^buy "
ami kinbo
I shall buy
tumi kinbe
you ( ord« ) will buy
tui kinbi
you (inf*) will buy
apni kinben
you (hon*) will buy
se kinbe
he (ord*) will buy
tini kinben
he (hon*) will buy
kbsel- "play"
ami kbelbo
I shall play
tixmi khelbe
you (ord*) will play
tui khelbi
you (inf*) will play
apni khelben
you (hon*) will play
se khelbe
he (ord*) will play
tini khelben
he (hon*) will play
knr- "do, make"
ami korbo
I shall do
tumi korbe
you (ord*) will do
tui korbi
you (inf*) will do
apni korben
you (hon*) will do
se korbe
he (ord*) will do
tini korben
he (hon*) will do
,1an- "know"
ami janbo
I shall know
tumi janbe
you (ord*) will know
tui janbi
you (inf*) will know
apni janben
you (hon*) will know
se janbe
he (ord*) will know
tini janben
he (hon*) will know
.ia- "ko"
ami jabo
I shall go
tumi jabe
you ( ord* ) will go
o
97
tui jaM
apni jaben
se jabe
tini jaben
you (infO will go
you (honO will go
lie (ordO will go
lie (hon.) will go
3* 4* There are two types of verhs which are irregular in the future*
The first is the stem /ho~/ "he, become"* This preserves its low stem
in the future, except where it is changed hy a final high vowel:
ho- "he» become "
ami hobo
tumi hobe
tui hobi
apni hoben
se hobe
tini hoben
I shall become
you (ord.) will become
you (inf*) will become
you (hon*) will become
he (ord*) will become
he (hon*) will become
Note however that there are other stems of shape Oo-, which take the
high stem in the future*
3*5* The second class of verbs which is irregular in the future tense
is the one which includes the stems /ca-/ "want", /ga-/ "sing", /so-/
"bear, endure", and /bo-/ "carry"* They are conjugated thus:
ca- "want "
ami caibo
tumi caibe
tui caibi
apni caiben
se caibe
tini caiben
I shall want
you ( ord* ) will want
you (inf*) will want
you (hon*) will want
he (ord*) will want
he (hon*) will want
so- "endure "
ami soibo
tumi loibe
tui ^oibi
apni soiben
I shall endure
you ( ord* ) will
you (inf*) will
you (hon*) will
endure
endure
endure
o
98
se soibe
tini soiben
he (ord. ) will endure
he (hon. ) will endure
4. The genitive case can be used to denote authorship, as in
sentences 15 and 16 * Another example:
noun stem "story" golpo
"Is that a story by Mitra?" o'Jja ki’mittrer golpo"
5* Syntax .
Porra possible Bengali sentences:
Modifiers
Noun
Interro-
gative
Complement
Noun
Interro-
gative
ei?a
o*J?a
se-Jja
boi'Jfa
(ki)
bhalo
sokto
sohoj
o'jja
e*J?a
boi'Jfa
(ki)
golper
bhalo
^okto
sohoj
boi
(ki)
Modifiers Noun Interro- T Noun Verb
gative j
Interro-
gative
1
boi'Jjar 1
robindronather nam (ki) 1
ramer 1
1
1
1 jan-
1
(ki)
or
o'Jjar lekhok (ke)
er
$
(ki)
e*j?ar '
lekhok
boi-Jar (ki) |
1 robindronath
1
1
1 ram
k.
99
5*4«
Modi-
Noun
Interro-
Modi-
Noun
Verb
Interro
fiers
(Subject)
gative
fiers
( Object)
gative
ami
(ki)
amar
gan
baja'
tumi
tomar
setar
son-
tomra
apnar
tobla
amar
tomar
ramer
bhai
ma
baba
tar
tar
bhalo
kharap
golpo
Soho j
sokto
(ki)
Lesson 3» part 3* Pattern Drills *
!• Pattern: grammar, section 2«1.
a« Is that a book?
b. Is that a poem?
c. Is that a novel?
d. Is that a play?
e. Is that a story?
2 »
Pattern: grammar, section 2*1*
£t»
b.
c.
d.
e.
Yes
Yes
Yes
Yes
Yes
this is a book,
this is a poem,
this is a novel,
this is a play
this is a story.
5 . Pattern: sentence 5*
a. v/hat book is that?
b. v/hat poem is that?
c. ./hat novel is that?
d. What play is that?
p. i/hat story is that?
P er|c
L
Pattern: sentence 4.
a* It is a book of songs (use singular form),
b. It is a poem by (i.e., of) Rabindranath,
c* It is a novel by Rabindranath.
d. It is a play by Rabindranath.
e. It is a story by iJomdev.
Pattern: sentence 5*
a. V/hat is the name of that book?
b. './hat is the nariie of that poem?
c. ./hat is the name of that novel?
d. V/hat is the name of that play?
6* V/hat is the name of that story?
Patterns sentence 6> grammar section 2*
a. Ihat book's name is jiioitra Cbioittra]. Ihat is the name of
uxl0 DOOiC*
Balaka Lbolakal. And that is the name of
the book.
no^vel^°^^^ * ^ name is Gora Cgoral. That is the name of the
d. That play's name is Raja Craja3. That is the name of the play.
3tory^*^°^^* ^ name is Trene L'*i?rene3. That is the name of the
Pattern: grammar, section 2.
a. Is that a very good book?
b. Is that a book of poetry?
c. Is that a good novel?
d. Is that a difficult play?
e. Is that a Bengali story?
Pattern: grammar, section 2.
a. fes, it is a good book.
b. Yes, it is a book of poetry.
c. Yes, it is a very good novel.
d. No, it is an easy play.
e. Yes, it is a Bengali story.
9* Pattern: sentence ?•
a* Vfiio is the author of it?
b* Is Rabindranath the author of the book?
c* Is Rabindranath the author of it?
(i. Is Rabindranath the author of the play?
e* Is Somdev the author of the story?
10* Pattern: sentences 8, 9*
a* Rabindranath is the writer of the book* Do you know his name
b* Yes ) he is the writer of it* Do you know his name?
c* Yes ) he is the writer of the novel* Do you know his name?
d* Yes, he is the writer of the play* Do you know his name?
e* Yes, he is the writer of the story* Do you know his name?
11* Pattern: sentences 10, 11*
a*
Ho, I don’t know his name*
Who
is
he?
b.
Yes, I know his name*
c*
Yes, I know his poetry*
d*
Yes, I know his stories*
e*
Ho, I don't know his name*
Wao
is
he?
12* Pattern: sentence 12, 15*
a* He is a writer* You will hear his name*
b* He is a good writer* You will read his poetry*
c* He is a very good writer* You will read his novels*
d* He is a poet* You will hear his songs*
e* He is a friend* And he is a writer*
13* Pattern: sentence 14*
a* Is he a poet of Bengal? *
b* Is he a writer of poems?
c* Is he a writer of many novels?
d* Is he a writer of stories?
e* Is he a friend of yours (i*e*, of you)?
14* Pattern: sentence 15*
a* Yes* Would you like to hear his Bengali?
* /baqladeser sekjon kobi/ — "one of Bengal's poets*"
102
15.
h.
Yes.
Would
you
like
of his?)
c.
Yes.
V/ould
you
like
d.
Yes.
Would
you
like
e.
Yes.
Would
you
like
Pattern:
sentence
16.
a.
Yes ,
I
should
like
to
h.
Yes ,
I
should
like
to
c.
Yes,
I
should
like
to
d.
Yes ,
I
should
like
to
e.
Yes,
I
should
like
to
Pattern:
sentence
17 .
to hear a song” hy him? (i.e.,
to read his novels?
to read his stories?
to hear a song hy him?
hear his Bengali,
hear a song hy him.
read his novels,
read his stories.
hear a song hy him.
a.
Will
h.
Will
c.
Will
d.
Will
e.
Will
you read his poetry?
you play the sitar?
you read a novel?
you read a story?
you sing a song?
16. Pattern: sentence 18.
a. Yes, I shall read a poem,
h. IJo, I shall play the tahla.
c. No, I shall read a story#
d. No, I shall read a poem.
e. Yes, I shall sing a song.
17 . Pattern: sentence 19 .
a. I shall read with you.
h. I shall play the sitar with you.
c. I shall read a story with you.
d. I shall read a poem with you.
e. I shall sing a song with you.
Lesson 3, part 4. Sentence Brill .
Brill 1
— What hook is that?
— This hook? Its name is Gritan.iali Cgitanjoli].
a song
— I do not know that name. Who is its author?
— It is a hook hy Rabindranath*
— Is it a novel?
— No, it is a hook of poetry*
— Is it a good hook?
— Yes, it is a very good hook*
— Is it in Bengali?
— Ro, it is in English* Shall I read a poem?
— Yes, I should like to hear a poem (i*e*, I shall hear ***)*
— I shall read the first poem*
— That is a good poem* Now will you sing a song hy Rabindranath?
— No, I shall not sing* My brother will sing*
— Will you play the tahla?
— Yes , I shall play the tahla* Will you dance?
— Yes, I shall dance*
Drill 2
— This is a good story*
— What story?
— A story hy Bonaphul Lhonaphul] *
— Is that his real name?
— No, his real, name is Balai Chand Mukhopadhyay Chalai cand
mukhopaddhaeJ * He is a good writer*
— In which country does he live?
— He lives in Bengal* Will you read this story?
— I cannot* I do not know Bengali*
— Will you learn Bengali?
— My brother speaks Bengali well* He will read it*
— Is Bengali difficult?
— No, it is easy* You will learn Bengali quickly*
— That will he good*
— Yes, that will he good*
Lesson 3, part 3* Vocabulary
na'J^ok
nohhel
kohita
play
novel
poetry, poem
101 |.
iijriji
English (language)
gan ga-
sing (a
baqla
Bengali (language)
(Eut. : gan gai-)
gan
song
des
p ar-
be able
country
se kh-
learn
Daglades
Bengal
golpo
story
lekha
writing
prothom
first
ba
or
ditio
second
ar
and
tritio
third
pore
after, i
asol
true, original
age
before
tayatayi
q.uick, q.uiekly
sdchon
now
kon
which
ke
who
Idiom: ta
hole that becomes-(if)
then,
if that is £
o
ERIC
Review I
!• 3Jh.i following items and formations should now he at your command and
you should know their particular place of occurence in a sentence-
Roun stems ;
nam
name
bayi
house
haqla
Bengali (language)
ghor
room
sikago
Chicago
kolkata
Calcutta
5ohor
city
boes
age
kaj
work
soptaho
week
haha
father
din
day
ma
mother
boi
book
hhai .
brother
golpo
story
hon
sister
kobita
poem, poetry
chele
son, boy
nobhel
novel
mee
daughter, girl
lekhok
writer
rokom
kind
kobi
poet
daktar
doctor
gan
song
iqriji English (language)
Personal Pronouns;
ami I
Lamra
weJ
tumi
you (ordinary)
Ctomra
you Co^<3.ina-ry)3
tui
you (inferior)
Ctora
you ( inferior)]
apni
you (honorific)
[apnara
you (honorific)]
le
he, she (ordinary)
Ctara
they (ordinary)]
tini
he, she (honorific)
[tara
they (honorific)]
Ad.iectives:
hhalo
good
thajgi^^
cold
gorom
hot
boyo
big
er|c
io6
cho-J^o
onek
kichu
small
many
a few, some
S0I103
sokto
easy
difficult
Other modifiers:
CD
H-
CD
this
oi, 0
that
sei, se
that (non-specific reference)
ekhane
here
sekhane
there
prae
about
khub
very
Interroffatives:
ki
what
ki
? (i.e*, involving yes-no answer)
ke
who
koto
how many, how much
ko’ta
how many (an easily countable number)
kaanon
how
kothae
where
kon
which
Verb stems:
kor-/kor-
do, make
thak-
be, remain, live
pov-Zpoy-
read, study
lag-
strike, touch
bos-/bol-
sit
kh8el-/khel-
play (a game)
p
0
P*
1
0
CD
be, (have)
ja-
go
jan-
know, recognize
lon-Z^iin-
hear
baja-
play (an instrument)
nac-
dance
bolVbol-
Buj , speak
gan ga-/
gan gai-
sing
par-
be able
107
sekh-
learn
Other:
ar
and
ba
or
I’T'um'bers , 1-10 (See Lesson 2> part 5*)
Lays of the week (See Lesson 2» part 5*)
2* Genitive case suffix.
Thus far we have seen that the genitive suffix in Bengali appears in
two variant forms, /-er/ and /-r/. Their selection depends upon the
structure of the word taking the ending.
2.1. The suffix is /-er/:
2.1.1. If the word ends in a consonant; examples are:
rohindronath
sohor
ghor
gan
kaj
2.1.2. If the word is
vowels; examples are:
hoi
hhai
hou
rohindronather
sohorer
ghorer
ganer
kajer
syllabic an,d ends in
boier
bhaier
bouer
"of (or by) Rabindra-
nath '*
"of city"
"of room"
"of song"
"of work"
a sequence of two
"of book"
"of brother"
"of wife"
2.2. The suffix is /-r/:
2.2.1. If the word is not monosyllabic and ends in a vowel; examples
are:
bayi
bayir
"of house"
sikago
sikago r
"of Chicago
kobita
kobitar
"of poetry"
2. 5* The suffix is either /-er/ or /-r/ if the word is monosyllabic
and ends in /-a/ or /-i/; examples are;
108
ma
maer , -mar
"of mother"
pa
paer, par
"of foot"
ghi
ghier, ghir
"of ghi" (i*e*, butter)
3 * Locative case suffix (plac
le in or to which)*
The locative suffix in Bengali has two variants,
/-e/ and /-te/* The
choice
of a particular suffix
is determined phonologically*
3 * 1 *
The suffix is /-e/:
3* 1* 1*
If the word ends in a
consonant; examples are:
sohor
sohore
"in city"
kole j
koleje
"in college"
gan
gane .
"in song"
3*1* 2 *
If the word is monosyllabic and ends in
a vowel or a sequence
of vowels:
pa
pa. e
"on foot"
boi
boi* e
"in book"
3 * 2 * (Che suffix is /-te/ if the word is multisyllabic and ends in a
vowel:
bayi
goru
bay it e
go rut e
"in house"
"on cow"
3 * 3 » The suffix /-te/ is freely variant with /-e/ if the word is
multisyllabic and ends in either /-a/ or /~o/ ;
sikago
kolkata
sikagote, sikago e "in Chicago"
kolkatate, "in Calcutta"
4i
kolkatae
The following inflections should now be at your command:
Person
Nominative
G-enitive
1st
2nd ( o’rd* )
2nd (hon*)
2nd (inf*)
ami
tumi
apni
tui
ama-r
toma-r
apna-r
tor
3rd (ord«) se ta-r
3rd (hon«) tini ta-r
5* The following inflectional endings of finite verbal forms should
now be at your command:
5«1* Simple present tense :
Person
Stem
Tense si^cn
Ending
V-stem 0-
-stem
V-stem
0-stem
1st (ami)
a a-
jan-
-i
-i
2nd (ord*
- tumi)
-0
-0
2nd (inf*
- tui)
-s
-is
2nd (hon*
- apni)
-n
-en
3rd (ord*
- se)
-e
-e
3rd (hon*
- tini)
-n
-en
5*2» Simple future tense :
Person
Stem
Tense sign Ending
V-stem 0“
•stem
V-stem
0-stem
'mi
a a-
a an-
-b- -0
-0
tumi
~e
-e
tui
-i
-i
apni
-en
-en
f
se
-e
-e
tini
-en
-en
6* The formation of negatives:
We have had so far three types of negatives, the negative verb "be not"
(/no“/)» the negative particle /na/, which serves to negate other verbs
and the pa/’ticle /nei/, "there is not"*
6*1* Negative verb "be not":
It is hot in the city* sohore’gorom"
It is not hot in the city* sohore’gorom noe"
6*2* Negatives of other verbs:
I know*
I do not know.
I like it.
I do not like it.
The particle /nei/;
ami gani’*
ami gani na”
amar'bhalo lage"
amar'bhalo lage na
There are trees in the garden.
There is no tree in the garden.
I have a pen.
I have no pen
bagane'gaoh ache"
bagane'gach nei"
amar'kolom ache"
amar'kolom nei"
Lesson part 1> Conversation
Analysis and Translation
Bengali
2nd person (ord*) pronoun stem
genitive plural ending (for
pronouns and nouns with reference
to human beings)
toma-
-der
"of you, your" (ordinary plural)
"so many"
"people"
"why"
"why so many people"
tomader
©to
lok
kssno
seto lok keaao
A. \fliy are there so many peonle at
your house?
A. tomader barite ’ seto lok
l^eno "
"today"
noun stem* "sister"
"of sister"
bon
boner
noun stem, "wedding"
bie
B. Today is my sister's wedding.
B* a.i * amar boner ’ bie "
"that is why"
noun stem, "people"
"of people"
noun stem, "crowd"
"a crowd of people"
tai
lok
loker
bhiy
loker bhiy
• iB why there is a crowd B. tai • loker bhir "
of people. — X
112
4* noun stem, "sister"
genitive plural ending (for nouns
with reference to human beings)
"of sisters"
"among" (post-position with
preceding genitive)
"among sisters"
inflectional stem of interrogative
pronoun "who"
genitive case ending
"of whom"
A* vnio among your sisters is getting
married ?
(your sisters among whose wedding)
B* It is my little sister’s wedding *
6» "of whom"
post-position "with", with
preceding genitive
"with whom"
verb stem, "be"
"(he/she/it) will be"
A# Whom is she marrying ?
(with whom her wedding will-be)
7* surname, "^en"
5* Bhe will marry the Sens* son >
8* noun stem, "boy"
qualifying suffix, see grammar,
section 4*
"the boy"
A* ^a.t .does the boy do ?
bon
-eder
boneder
moddhe
boneder moddhe
ica-
-r
kar
A* tomar boneder moddhe *
kar bie "
B# amar * choto boner bie "
kar
4oi3ge
kar snqge
ho-
hobe
A* kar ^onge * tar bie hnbe "
len
B* ^eneder oheler songe *
tar bie hobe "
chele
"1?i
chele-yi
A* chelete * ki kora "
113
9* noun stem, "student"
"college student"
chattro
kolejer chattro
B* He is a college student *
B« se * kole.jer chattro "
10* nominative plural suffix for nouns
with reference to human beings
-era
A* Where do the Sens live?
A* senera * kothae thaken "
!!• 3rd person (honorific) pronoun stem
nominative plural case ending for
pronouns and noun stems with re-
ference to human beings
"they (honorific)"
name of a town
noun stem, "market"
post-position, "near", with
preceding genitive
"near the market"
ta-
-ra
tar a
raj pur
bajar
kache
bajarer kache
B* They live in Ra.jpur, near the
” market*
B* tara *ra.jpure * ba.iarer
kache * thaken "
12* noun stem, "brother" bhai
nominative case plural ending
for noun stems -ra
"brothers" bhaira
"to the wedding" biete
verb stem, "come" as-
3rd person future "(he/she/it/they)
will come" asbe
A* Will your brothers come to the
"" wedding ?
A* tomar bhaira * biete
asbe ki "
13 «
"all, every one" (reference to
human beings)
sokole
B.
Yes, they will all come *
B* hie " tara sokole * asbe "
llil.
14* 2nd person (ord*) pronoun stem
nominative case plural ending
"you (ord* plural)"
noun stem» "night"
"in/on the night"
"on the night of the wedding"
noun stem, "song"
verb stem, "sing"
"will (you) sing songs"
Note irregular future; see lesson
3, part 2* Section 3* 5*
A* Will you sing songs on the night
"" of the wedding ?
15* first person pronoun stem
nominative plural ending
"we"
B* Yes, we shall sing songs *
16* noun stem, "girl"
genitive plural suffix
"of the girls"
"among", post-position with
preceding genititive
"among the girls"
inflectional stem of
interrogative, "who"
nominative plural suffix
"who" (nominative plural)
A* Who among the girls will sing
^ songs ?
17 * noun stem, "friend"
"friends" (nominative plural)
"friends of my sister"
B* Priends of my sister will sing >
tom-
-ra
tomra
rattri
rattre
hier rattre
gan
ga-
gan gaihe
A* tomra * hier rattre * gan
gaihe ki "
am-
-ra
amra
B* hie " amra * gan gaiho "
mee
-der
meeder
moddhe
meeder moddhe
ka-
-ra
kara
A* meeder moddhe * kara
gan gaihe "
hondhu
hondhura
amar honer hondhura
B* amar honer hondhura *
" gan gaihe "
18# A* What songs will they sing ?
A* tara ' ki gan gaibe
It
19* name of a 14th or l5th century
Vaisnava religious poet "servant
of Candi"
name of goddess
"servant, slave"
type of religious (Vaisnava) song
eon^idas
con^i
das
kirtton
B* They will sing kirtan (songs) of
Candidas*
B* tara condidaser kirtton
gaibe "
20* conjunction, "and, also"
"you also"
0
turn* 0
A* Will you also sing songs ?
21® B# Yes, I also will sing songs *
A* tumi*o ki * gan gaibe "
B* hie * ami*o 'gan gaibo "
22* 1st person pronoun stem
genitiye plural suffix
^•of us, our"
ama-
-der
amader
B* Will you listen to our songs ?
B* tumi ki * amader gan *
sunbe "
25® A® Yes, I should like to listen *
A* hffi " sunbo "
24* "all right"
"in that case"
2nd person ordinary pronoun stem
objective case suffix (see Grammar,
Section 1*)
verb stem, "call"
"I shall call"
"I shall call you"
"I shall call on you tonight"
B* All right* In that case, I shall B* bes " ta hole ' rattre
"" call on you tonight * "" tomake dakbo "
f
I
t ERiC
M/llt/Bliffllliaail'i
bes
ta hole
toma-
~ke
^ak-
(J.akbo
tomake ^akbo
rattre tomake ^akbo
.
Il6
\
25* '’seven" sat
q.ualifying suffix, see grammar,
section 4*2* -'ta
"seven o'clock" sat'jja
post-position, "before", with
preceding gentiive age
"before seven o'clock" sat'Jjar age
A. V/ill vou call before seven o'clock? A. tumi ki ' sattar age '
"" dakbe "
26* "eight" a'J?
qualifying suffix, see grammar,
section 4*2* -^a
"eight o'clock" a'^'^a
post-position, "after", with
preceding genitive pore
"after eight o'clock" a’t’J^ar pore
B. No, I shall call after eight *
B. na " ami 'attar pore
dakbo "
Lesson 4, part 2> Grrammar *
!• The objective case, sentence 24*
1*1* Bor the time being, we can consider that the objective case in
Bengali takes the singular case ending /-ke/ and the plural case ending
/-der/ or /-derke/ for pronouns and nouns which have human reference* A
more elaborate statement describing this case inflection will be given
in Lesson ?•
1*2* The objective case suffix indicates that a personal noun or pronoun
is the object of the verb* The object of the verb has no case suffix
when it has an inanimate or abstract reference* Bor example*
Uninflected ;
He speaks Bengali * se' banla bole"
I will hear the song * ami' ganta sunbo"
117
Inflecte d;
I shall call your brother * aini*toiiiar bhaike ^akbo"
I know him . ami* take jani"
2* Plurals*
2*1. A plural of a noun or pronoun indicates that the referrent is more
than one in number. Note that when a noun is accompanied by an adjective
of number, the noun does not take a plural suffix * Por example;
boy
chele
boys
chelera
two boys
dujon
chele
sister
bon
sisters
bonera
many sisters
onek bon
book
boi
books
boigulo
some books
kichu
boi
2*2* The plurals of nouns referring to animate beings and of pronouns
are formed by the addition of one of a set of plural suffixes to the
noun or pronoun stem. These case suffixes are;
Nominative ~ra / -era
Genitive -der / -eder
Objective -der / -eder, -derke / -ederke
Except in pronominal stems and noun stems with /e/ final, where the
suffix is always /-ra/, /-der/ (or /-derke/), there is free variation
between /-ra ~ -era/ , etc* , irrespective of whether the stem has a
consonant or vowel final*
2*3* A sample plural paradigm of /chele/, "boy" is;
"boys" (nominative) chelera
"of boys
(genitive)
cheleder
"(to) boys" (objective)
cheleder ,
chelederke
A sample plural
paradigm of the personal
pronouns is;
Person
Nominative
Genitive
Ob.i ective
1st
amra
amader
amader, amaderke
2nd (ordinary)
tomra
tomader
tomader, tomaderke
2nd (inferior)
tora
toder
toder, toderke
2nd (honorific)
apnara
apnader
apn ad e r , apn ad e rke
3rd (ordinary)
tar a
tader
tader, taderke
ERIC
118
3rd (hojQorific) tara tader tader, taderke
Note: Pronouns and nouns referring to human beings are very rarely
used in the locative* Por such an expression as "among the boys",
Bengali usually employs a so-called post— position or similar device — —
/cheleder moddhe/ (see below, section 6.).
2*5* Although only nouns denoting animate objects and personal pronouns
can form their plurals by means of the suffixes /-ra/, etc*, all nouns
(but not personal pronouns) can form plurals by means of the suffix
/-gulo/* A sample plural paradigm of /boi/, "book", is;
"books" (nominative)
"of books" (genitive)
"books" (objective)
"on/in books" (locative)
boigulo
boigulor
boiguloke (very rare — inanimate nouns
are usually uninflected in the objective
case)
boigulote
2*6* The suffix /—gulo/ , when used with nouns referring to animate
beings, indicates particularization;
what do boys (in general) do? chele*ki kore"
what do (those particular) boys do? chelegulo’ki kore"
2*7* Nouns denoting both animate and inanimate objects are uninflected
in the plural when the reference is general (i*e®, there is no contrast
between singular and plural formations);
"mango falls", or "mangos fall" am poye
"flower blooms", or "flowers bloom" phul pho-fe
"boy plays", or "boys play" chele khsele
When the reference is particular, nouns denoting both animate and
inanimate objects take /—gulo/ in the plural;
"mangos (in general) fall"
"(those particular) mangos fall"
"flowers (in general) bloom"
"(those particular) flowers bloom"
"boys (in general) play"
"(those particular) boys play"
am poye
amgulo poye
phul pho'i^e
phulgulo pho-fe
chele khasle
chelegulo khgele
nmwmmMm
119
2*8* In sum:
2 . 8 . 1 .
2 . 8 . 2 .
With animate nouns and pronouns:
~ra/-era
-der/-eder
(-der/-eder ,
nominative plural suffix, group reference,
genitive plural suffix, group reference,
objective plural suffix, group reference.
-derke/-ederke)
With all nouns:
-gulo
-gulor
-guloke
-gulote
nominative plural suffix, particular reference,
genitive plural suffix, particular reference,
objective plural suffix, particular reference,
locative plural suffix, particular reference.
2.8.3. To put it another way: plurals of animate nouns can be formed in
three ways:
2. 8. 3.1. The noun is uninflected, when the reference is to a general
class of beings:
one girl ekti mee
two girls dujji mee
He has one or more daughters. tar mee ache "
2. 8.3*2. The noun takes the suffix /-ra/-era, -der/-eder, -derke/-ederke/
when the reference is to a class or species or clan.
On the night of the wedding, bier rattre ' me era gan gaibe "
the girls (all or some) will
sing.
2. 8. 3. 3* The noun takes the suffix /-gulo, -gulor, -guloke/ when the
reference is to a particular or specific surveyed concrete group.
On the night of the wedding, bier rattre ' meegulo gan
those particular girls will gaibe "
sing.
2.8.4. Plurals of inanimate nouns can be formed in two ways:
2.8.4. 1. The noun is uninflected, when the reference is to the general
class of objects:
Flowers are red.
phul lal
120
2. 8. 4. 2. The noun takes the suffix /-gulo, -gulor, -guloke, -gulote/
when the nefenence is to a particular group within the class*
Those flowers are red* phulgulo lal
2*9* Mutation drills*
2*10* In a sequence of plural nouns, only the last noun in the sequence
takes the plural suffix* For example,
”the mangos and hananas and berries " am kola ar jamgulo
3* Interrogative pronoun (ordinary) stem /ka-/> as in sentence 4*
The interrogative pronoun "who" is declined in this way;
Nominative
Genitive
Ohj ective
The
Singular
ke (hon* ke)
kar (hon* kar)
kake (hon* kake)
Plural
kara (hon* kara)
kader (hon* kader)
kader (hon* kader)
is /kon'fa/ :
equivalent non-personal pronoun, "which".
which of your dogs tomar kukurgulor'kon-'^a"
which of your hooks tomar hoigulor »kon-j?a"
4* Qualifier -‘j^i, as in sentence 8*
4*1* In addition to the uses of the qualifier already mentioned (see
Lesson 3> part 2* Section 2*) the qualifier can he added to a noun stem
to give the force of the English definite article "the" or of the demon
strative "that"* So here, /chele'j^i/, "the hoy, that particular hoy"*
4*2. The use of the qualifiers /-%±/ and /-^a/*
The two qualifiers are used under the same circumstances with hoth ani-
mate and inanimate nouns* There is a slight qualitative distinction
between the two* The qualifier /-ti/ is frequently used to suggest that
the speaker has a personal, positive feeling with reference to the per-
son or object about whom or which he is speaking, and /-"ta/ in more
ordinary circumstances* It is to he noted, however, that the /-"ti/
suffix is often considered a polite form; as such, it can he used
exclusively and in all types of circumstances with complete correctness*
o
ERIC
121
5* Formation of tho feminine*
5*1. Many* though by no means all* nouns in Bengali form a feminine by
the addition of the suffixes /-i/ > /-ini/ * or /-ni/«
5*2* Some nouns which have /-o/ final replace the final /-o/ with /-i/»
as:
chattro "student" (masc*) chattri "student" (fern*)
5*5. Nouns which have other vowels final frequently add the /-ni/
suffix to the noun stem* as:
dhopa "washerman"
dhopani (l.t*) "washerwoman"
5*4* Nouns which have consonants
to the stem* as:
bagh "tiger"
final frequently add the suffix /-ini/
baghini "tigeress"
5*5* It should be carefully noted that the feminines in Bengali are a
"closed class"* that is* that one cannot always predict what the femi-
nine of a given noun will be* or even if it has a feminine form* The
student* therefore* will have to learn by experience and by rote which
feminines exist and what their forms are*
6* Bengali phrases of place or time* in which* accompaniment* agency*
etc** are expressed by means of post-positions* Most of these post-
positions govern a preceding genitive* Some of the most common ones
are:
soqge
"with"
amar soqge
"with me"
moddhe
"among"
meeder moddhe
"among the girls"
pore
"after (time)"
e-jjar pore
"after this"
age
"before (time)"
e'jfar age
"before this"
jonne
"for (the sake of)"
tar jonne
"for him/it* for his/
its sake"
opore
"on top of"
■jjebiler opore
"on top of the table"
MMMMM
122
7* Form possible Bengali sentences*
7»1*
Modifiers I
Post-positional phrase
Subject
Verb
kader
kar soiQge
bie
hobe
amar
boner, -eder
tar
tomar
bhaier -der
tomar
apnar
bondhur, -der
apnar
tar
cheler, -der
meer
amader
bondhur
7*2.
Post-positional phrase
Subject
Ob j ect
Verb
amar boner, -eder sogge ami gan
tomar bhaier, -der moddhe tumi kaj
tar bondhur, -der jonne apni ki
pore ke
kara
gai-b- Oj/
kor-b- ^
en
Lesson part 3* Pattern Drills *
1* Pattern: sentence 1*
a* Why are there so many people in your room?
h* Why are there so many friends at your house?
c* Why are there so many people here?
d* Why are there so many hooks on your table?
e* Why are there so many books in your room?
2* Pattern: sentences 2>
a* Today is my brother *s wedding; that is why there is a crowd*
b* Today is my sister* s wedding; that is why there is a crowd there*
c* Today is my son*s wedding; that is why there is a crowd at my
f
. i to l i i M I I I I I II HI II I l ii a'i
123
d. Today is my exam; that is why there are so many hooks.
e. Today is my exam; that is why there are so many hooks here.
3» Pattern: sentence
a* Which of your brothers is getting married?
h. \inaich of your sisters is getting married?
c. V/hich of your sons is getting married?
d. To which of your friends do the hooks belong * (i.e.j of your
friends, whose hook?)
e. To which of your brothers do the hooks belong?
Pattern: sentence
a* It is my elder brother's wedding,
h. It is my younger sister's wedding,
c. It is my younger son's wedding.
d. They are Ram's hooks.
e. They are my younger brother's hooks.
Pattern: sentence 6.
a. Whom is he marrying? (use /hie ho-/)
h. Whom is your sister marrying? (use /hie ho-/)
c. ViThom is your son marrying? (use /hie ho-/)
d. With whom does your friend live?
e. With whom does your brother study?
6. Pattern: sentence 7 .
a. He is marrying Ram's daughter.
h. She is marrying Ram's son.
c. He is marrying my friend's daughtez’.
* There is an idiomatic peculiarity here. Any of the following is
acceptable:
— "tomar hondhuder moddhe'kar hoi"
— tomar hondhuder moddhe' eigulo kar hoi"
— tomar hondhuder moddhe 'ei hoigulo kar"
d# He lives with his friends*
e* He studies with me every day*
Pattern; sentence 8*
a* What does your elder brother do?
h* What work does the hoy do?
c* Ilshat work does your friend do?
d* Vifhat does u.e study?
e* ^Vhat do you (plural) study?
Pattern; sentence 9*
a* He is a student*
h* He is a college student*
c* He is an artist*
d* He studies Bengali*
e* We learn songs*
Pattern; sentence 10*
a* Where do they live?
h* Where does the boy live?
c* Where does he live?
d* Where does he study?
e* Where will you (plural) study?
Pattern; sentence 11*
a* 2hey live near the city*
b* He lives in Calcutta, near my house*
c* He lives in Calcutta, near your house*
d* He studies at the college near the market*
e* We will study here, near the window*
Pattern; sentence 12*
a« Will your sisters come to your brother* s wedding?
b* Will your friends come to your sister's wedding?
Co Will your friends come to your son's wedding?
125
d. Will you go to liis college?
e. Will lie come daily to your room?
12. Pattern: sentence 13*
a* Yes, they will come,
h. Yes, they will all come.
c. Yes, they will all come to the wedding*
d. Yes, I will go to his college*
e* Yes, he will come to my room every day*
13 . Pattern: sentence 14*
a* Will you (plural) hear songs on the night of the wedding?
b. Will they sing good songs on the night of the wedding?
c. Will they sing kirtan Ckirttonl (songs) on the night of the
wedding?
d® Will you study Bengali at the college?
e. Will you study music with him?
14* Pattern: sentence 15*
a* Yes, we will listen to many songs*
b* Yes, they will sing many good songs,
c* Yes, they will sing many kirtan (songs)*
d. Yes, I will study Bengali there*
e. Yes, we will learn music*
15 . Pattern: sentence 16*
a* Who among the boys will sing songs?
b* Who among the girls will sing songs?
c* Who among you (plural) will sing songs?
d* Who among your friends will study Bengali?
e. Who among your friends will learn music?
16* Pattern: sentence 17*
a* Priends of my son will sing songs*
b. Friends of my daughter will sing songs,
c* Friends of mine will sing songs*
d. They all will study Bengali.
e. My friends all will learn music.
Pattern: sentence 18.
a. What songs will they sing?
b. What songs will her friends sing?
c. ^iHiat songs will your friends sing?
d. VJhat writing will they read?
e. What songs will they learn?
required. /-gulo/ throughout, where plural is
a. They will sing many songs.
b. They will sing kirtan songs.
c. ¥e will sing Rabindranath’s songs.
d. They will read poetry.
e. They will learn bha.ian Cbhojon] (songs).
Pattern: sentence 20.
a. Will you also sing many songs?
b. V7ill you also sing kirtan (songs)?
c. Will you also sing Candidas ’s Cconijidaser] songs?
d. Will you also read poetry?
e. Will you also learn bha.i an (songs)?
Pattern: sentence 21, 22.
a. Yes, I also shall sing songs. Will you listen?
J klrtaa (songs). Will you listen to the
songs ;
c. Yes, I also shall sing his songs. Will you listen?
d. Yes, I also shall read poetry* Will you listen to poetry?
bha.i an fsong)?^^^ Isa-rn bha.i an (songs). Will you listen to a
127
21* Pattern: sentence 23*
a* Yes, I should like to listen*
b* No, I should not like to listen*
c* Yes, we all should like to listen*
d* Yes, I should like to listen to a poem*
e* Yes, I should like to hear a song-
22* Pattern: sentence 24*
a* All right* In that case, you will hear the songs tonight*
b* All right* In that case I shall not call you tonight*
c* All right* In that case, you will come here tonight*
d» All right* In that case, I shall read a poem tonight*
e* All right. In that case, I shall call you tonight*
23* Pattern: sentence 25*
a* Will I come before eight o’clock?
b* Will you sing before nine o’clock?
c* Will you call me before ten o’clock?
do Will you read before seven o’clock?
e* Will you call me before six o’clock?
24* Pattern: sentence 26*
a* No, I shall call you after nine*
b* No, I shall sing after ten*
c* No, I shall call you after ten*
do No, I shall read after eight*
e* No, I shall call you after seven*
Lesson 4, part 4* Sentence Drill *
Note: Use ordinary plural forms throughout*
Drill 1
— There will be a celebration at our house today* Will you come?
— What time will it be?
128
— It will be at eight o* clock tonight.
— Will there be a crowd of people?
— Yes, many people will come.
— Then I shall not come. I do not like a crowd.
—But they are all your friends. Ram and Raresh will come there.
-^11 right, then, we shall come. What is the celebration?
is?^^ O’ tsorossoti“pujo3 . Bo you .know who Sarasvati
— Yes, she is the goddess of learning and of art.
—Yes. We shall sing songs on the day of Sarasvati-mna .
—What kind of songs will you sing?
Kirtan [kirtton] songs. The tune of these songs is very beautiful.
— Who are the writers of kirtan- songs?
— Vaisnaya-bhaktas. Their names are Candidas Ccon^idas] , Jnanadas,
IgagndasJ, and Vidyapati [biddapotiJ.
— Are they modem writers?
— No, they are very ancient.
Who (plural) will sing their songs?
Some Lbaijis ] will come. My friends will also sing.
— I shall not sing. My voice is bad.
Drill 2
— Somdev will come to my house tonight. Will you come with him?
— What time will he go?
He will come at seven o* clock sharp. Probhas will come too.
—Will Ila sing? She has a beautiful voice.
— Yes, she will sing kirtan songs.
Then I shall come. Those songs are very sweet.
—Many people will be coming. They will all bring their instruments
— liThat is the celebration?
—Today is Sarasvati Esorossoti] puja in Bengal.
Will the people of Bengal sing songs for her?
Yes, she is the goddess of music.
Then I shall come at seven.
Lesson 4, part 5. Vocabulary .
po:,’ikkha
utsob
examination
celebration
hidda
learning
kola
art
soqgit
music
sur
melody
somoe
time
1)018:5101)
Vai§^ava
hhokto
devotee
pochondo
liking
dada
elder brother
gula
throat, voice
rattri
night
sorossoti
Sarasvati
dehi
goddess
jontro
instrument
silpi
artist
haiji
professional female
handhohi
friend (feminine)
adhunik
modern
purono
old
mis-j^i
sweet
pracin
ancient
Idioms :
kotar somoe asbe
a’t’^ar somoe asbo
aj rattre (rate)
sekh-
learn
as-
come
an-
bring, fetch
pochondo kor-
like
roj; protidin
everyday, daily
aj
today
kal ( agami
kal — )
tomorrow
kal (goto kal
— ) yesterday
sokole
all
tai
therefore, that
is why
kintu
but
singer and dancer
What time will you come?
I shall come at eight,
tonight
tiLi
Lesson 3> part 1> Oonversation
A-nalvsis and translation
Bengali
1* honorific suffix attached to the -balDU
given name of a male person
addressed*
noun compound* "mother and father" ma-baba
(see grammar, section 1*)
A. Ram* where do your mother and A* rambabu » apnar ma-baba *
“■ father live? kothae thaken "
2* "before, formerly"
name of a city, capital of
East Pakistan
"in Dacca"
simple past tense stem of verb
/ach-/, "be"
sign of the simple past tense
honorific verbal ending
"(they - honorific) were"
age
(Jhaka
^hakae
chi”
- 1 -
-en
(tara) chilen
B* Mv mother and father were in
Dacca before*
B* amar ma-baba age * dhakae
chilen "
3* "this" e/sB
morpheme indicating time -kon
"this time, now" ^hon
name of a city, capital of West
Bengal kolkata
B* Wow they live in Calcutta *
B* s^hon * kolkatae thaken "
151
2nd person (hon. ) pronoun stem
genitive case plural suffix
"of you (hon» plural)"
apna-
-der
apnader
B. Where is your home?
B» apnader bari * kothae "
1st person pronoun stem ama-
genitive case plural suffix -der
"of us" amader
name of a city and a district
in western West Bengal iDirlDhum
5rd person simple past tense
verbal ending -o
"it (she/ he) was" chilo
— * house v/as in Birbhum before » A» amader bari age ' birbhume
chilo "
1st person nominative pronoun
stem
nominative plural case suffix
"we"
conjunctive, "too, also"
"we also"
am-
-ra
amra
0
amra» o
— * _also live in Calcutta . A« a^hon amra»o * kolkatae
thaki " ■
7<* "which"
noun stem, "place"
"in which place"
"in which part of Calcutta"
kon
Jaega
kon Jaegae
kolkatae kon Jaegae
In which part of Calcutta do
you live ?
(Calcutta- in which place-in
you live)
B» kolkatae * kon Jaegae ’
thaken "
8. noun stem, "tank" — small man-
made pond for water storage dighi
noun stem, "bank, edge, side" dhar
132
'•on the side of the tank"
dighir dhare
A* Uow we live by the side of the
tank*
A* amra sekhon ' dighir
dhare * thaki "
9* name of a section of north Calcutta samhajar
1st person simple past verbal
ending -urn
"(we) were" (amra) chilum
A* Formerly we were in Syambazar *
A* age ' samba.iare chilum "
10* post-position, "with" with
preceding genitive
"with you (honorific)"
"more, and, in addition"
"who in addition, who else"
soqge
apnar soqge
ar
ar ke
B. VJho else lives with you in
Calcutta ?
B. apnar songe * kolkatae '
ar ke thaken "
11* noun stem, "family"
soiGsar
A* Our family is very large *
A* amader sonsar ' khub boro "
12* noun stem, "elder brother"
dada
noun stem, "elder brother's wife" boudi
A* My mother, father, elder brother,
and, sister-in-law live with me*
A* amar songe ' ma-baba '
dada ' ar boudi thaken "
13o "how many" ko-
q.ualifier --j^i
"how many" koi?i
noun stem, "boy" chele
noun stem, "girl" mee
compound noun, "boys and girls,
children" chele-mee
Bo How many children does your
elder brother have?
B* apnar dadar ' koti
" chele-mee "
133
14* alternative stem of numeral "one" ek-
q.ualifier
"one" ek-fi
stem of numeral "two", used in
compounds du~
qualifier
"two" du-j?i
A* My elder brother has a son
two daughters*
A* amar dadar * ekti oliele *
ar duti mee "
15* noim stem, "father's younger
brother"
noun stem, "father's younger
brother's wife"
compound noun, "father's younger
brother and his wife"
nominative plural case suffix
"father's younger brothers and
their wives"
kaka
kakima
kaka.-kakima
-ra
kaka-kakimara
B* Do your aunts and uncles live
with you ?
B* apnar kaka-kakimara ki '
apnar songe thaken "
16. "now" gekhon
emphatic suffix, here translatable
as "even" -o
"even now, still" aekhono
A. ITo, my aunts and uncles still
live in Syamabazar .
A. na " kaka-kakimara '
s^hono samba.iare thaken "
17* B. What does your eldest uncle do ? B. apnar boro kaka ' ki
"" koren "
18. loan word, "professor"
A. Before, he was a professor .
prophasar
A. tini age ' prophesar
ohilen "
19» "some, something" kichu
emphatic suffix, see Grrammar,
section 7* -i
rnmimmmmmimm
rniiimmiiiim
I3h
"something (emphatic)"
"nothing at all" see G-rammar,
section ?•
A« Uow he does nothing at all *
kichui
kichu na
A* sekhon * kichui koren na "
20. "that"
"what"
"what is that?" or "how can
that he?"
3rd person (honorific) pronoun
stem
objective case ending
"him (objective)"
high stem cf verb "see"
simple past tense sign
1st person past tense suffix
"I saw"
B. How can that be? I saw him in
the office (just j now.
21. A. In what office did you see him?
22. B. I saw him in his office.
23* perhaps
A. Perhaps he has some business
in the office.
se
ki
se ki
ta
-ke
take
dekh-
- 1 -
-um
dekhlum
B. se ki " ami e^hon * take
ophise dekhlum ""
A. kon ophise * take eekhon
dekhlen "
B. ami take * tar ophise *
dekhlum "
hoeto
A. tar hoeto *ophise kono
kaj ' ache "
24.
but
kintu
A. But b-e doesn’t work there.
A. kintu tini sekhane * ka.i
koren na "
Lesson part 2. Grammar
1. Compound nouns.
•1 JJX
135
Compound nouns are common in Bengali; they are made up or two or more
noun stems* The case or number inflection, where there is one, is added
■to the last member of the compound only* Therefore such compounds are
treated inf lectionally as simple nouns* Examples:
ma-baba "mother-father, mother and father"
bhai-bon "brother-sister, brother and sister"
In some cases, meanings of compoimd nouns are extended beyond the
meaning of their elements:
gach-pala "trees and things like that"
bone ’ gach-palagulo ' "In the forest trees and other things
tayatayi gojae" (i*e*, vines, bushes, etc*) grow very
quickly* "
2* Simple past tense*
2*1* The primary uses of the simple past tense are:
a* Connected narrative to describe a series of actions in past
time*
b* To express action which has taken place in the immediate past*
2*2* The sign of the simple past tense is -1^, which is added to the
high stem of all verbs except those of CVO- shape with /a/ ~ vowel stems *
2*3* The personal endings for the simple past tense are:
1st -urn
2nd (ordinary) -e
2nd (inferior) -i
2nd (honorific) -en
3rd (ordinary) -0
3rd (honorific) -en
2*4* Examples:
ken- "buy" ami
tumi
tui
apni
kin-l-um
kin-1- e
kin-l-i
kin-l-en
(Note alternatives:
-am, -em*)
156
se
kin-l-o
tini
kin-l-en
kor-
"do"
ami
korlum
tumi
korle, etc.
kheel-
"play"
ami
khellum
tumi
khelle
o'ijh-
"rise up"
ami
u'fhlum
tumi
u'thle, etc.
But CaO- stems
have no vowel
change:
dan-
"know"
ami
danlum» etc
S terns of shape
CV-, even where the stem-
■vowel is /a/
stem. Por example:
pa-
"get"
ami
pe-l-um
tumi
pe-l-e
tui
pe-l-i
apni
pe-l-en
se
pe-l-o
tini
pe-l-en
2«5* The verb /ja-/, ”go", has an irregular stem in the simple past.
The stem /ja-/, is inflected in this way:
ami
tumi
tui
apni
se
tini
ge-l-um
ge-l-e
ge-l-i
ge-l-en
g80“l-O
ge-l-en
2.6® Give full paradigms for the following verb stems.
poy- "read" pheel- "drop"
"hear" de- "give"
"be able kha- "eat"
son-
par-
157
2.7* In lesson 7, more intensive work on the simple past is given.
3* The stem of the simple past tense of the verb "be" (/ach-/) is
/chi -A sign of the simple past and the simple past personal
endings are added to this stem. The simple past is the only past tense
in which this verb occurs.
4. Plural verbal endings. Note that there is no variation in verbal
personal endings between the singular and plural numbers. Thus:
ami jani "I know" amra jani "we know" etc.
5. The q.ualifier /-1?i/» as in sentence 13*
The form /ko-/ is an adjective of q.uantity. Ihe use of the q.ualifier in
sentences 13 and 14 is the use which we have noticed before — namely,
that the qualifier is added to numerals and other adjectives denoting
q.uantity when followed by a noun.
6o Ihe bound morpheme /-khon/ indicates time:
geklion "this time, now"
kokhon "which time, when"
onekkhon "much time"
7. There are two particles, /-i/ and /-o/, which give emphasis to the
word to which they are attached. Often an emphatic negative is ex-
pressed in Bengali by the use of the construction
(positive)-( emphatic) ... (verb) + na
as in sentence 19 J
something- (emphatic) does-do not kichui koren na
He does nothing at all.
Other examples, using the /-o/ emphatic suffix as in sentence 16, might
be:
they sometimes- (emphatic) there
do-go not
They never go there (at all).
they somewhere- ( emphatic) do-go not
They do not go anywhere (at all).
He reads no books (at all).
tara kokhono * s ekhane
jae na"
tara kothao'jae na"
se kono boi'poife na"
158
8. Wlien the subject of a sentence is plural the complement takes no
plural suffix; e«g«>
They are writers* tara*lekhok"
They were students. tara'chattro chilen"
9* Construct possible Bengali sentences:
Modifier
Subject
Verbal Modifiers
Verb
amar
amader
tor
toder
tomar
tomader
ma-baba/ra
bhai-bon/era
chele-mee/ra
pore
sekhon
age
kothae
kolkatae
sohore
ekhane
e jaegae
chi -
thak -
-1-
-b-
urn/ e/ en/ o
o/ e/ en/e
aiiii/ amra
tui/tora
tumi/tomra
apni/apnara
pore
E^ono
dighir dhare
tader sohS©
tar kache
Lesson part 3« Patterns .
1. Pattern: sentence 1.
a. ^iThere do yotir brother and sister live?
b. li^ere do your children live?
c. \ilhere do your brothers and sisters live?
d. \fliere do your aunts and uncles live?
e. Where do their children live?
2. Pattern: sentence 2.
a. They were in Calcutta before.
b. They were in Dacca before.
c. Their house was in Paridpur Lphoridpur] .
d. They were with Ram before.
e. They were in Ram's house before.
o
159
Pattern: sentence 3>
a*
b*
c*
do
e*
Now they live in Dacca* Where is your home?
Now they live in Calcutta* Where is your home?
Now they live in Burdwan Cbordhoman]* Where is your brother's
home?
Now they live with me* Where is your uncle's home?
Now they live with their father* Where is your children's
home?
Pattern: sentence 5» 6*
a* Now we also live in Dacca*
b* Now we also live in Calcutta*
c* Now he also lives in Burdwan*
d* Now he also lives with his children*
e* Now they also live with us*
Zj.,
Pattern: sentence 7«
6 *
a*
b*
c*
d*
e*
In which part of Dacca do you live?
In which part of the city do you live?
In which part of Burdwan does he live?
In which part of the house does he live?
In which room of the house do they live?
Pattern: sentence 8<
a*
b*
c*
d*
e*
Now we live by the side of the river*
Now we live by the side (use /pase/) of the Kali temple*
Now he lives by the side (use /pase/) of the temple*
Now he lives beside (use /pase/) me*
Now they live in the big room*
Pattern: sentence 10*
a*
b*
c*
d*
e*
Who else lives with you?
Who else lives by the side of the temple?
Vi/ho else lives with him?
Who else lives beside you?
Who else lives in that room?
Pattern: sentence 11*
a* Our family is very large*
o
ERIC
140
b* Many large families*
c* His family is very large*
d* My brother lives with his large family*
e* Our family is very small*
Pattern: sentence 12*
a* My aunts and uncles live with us*
b* My brothers and sisters live near (/kache/) us*
c* His children live with him*
d* My uncle also lives with him*
e* Only the children live in that room*
8* Pattern: sentence 15*
a* How many children do they have?
b* How many children does your sister have?
c* How many children does he have?
d* How many children does your brother have?
e* How many children do you have?
9* Pattern: sentence 1^*
a* They have two sons and two daughters*
b* She has one son and two daughters*
c* He has three sons and four daughters*
d* My brother has one son and one daughter*
e* We have one son and one daughter*
10* Pattern: sentence 15*
a* Do your mother and father live with you?
b* Do your aunts and uncles live near you?
c* Dc his brothers live with him?
d* Does your sister live with him?
e* Do your brothers live with you?
11* Pattern: sentence 16*
a* Ho, they still live in Calcutta*
b* Ho, they still live in Dacca*
c* Ho, they still live in the city*
d* Ho, she still lives with my brother*
e* Ho, they still live with my father*
12*
Pattern:
sentence 17 *
a*
What
does your father
do?
b.
What
does your uncle >
do?
c*
What
do your brothers
do?
d*
l//hat
does your brother do?
e*
What
do they do?
13*
Pattern:
sentence 18*
a» formerly > he was a writer*
b* formerly, he was a poet*
c* Fomerly* they were writers*
d* Formerly* he was an artist*
e* Formerly, they were students*
Pattern: sentence 19*
a* Now he writes nothing at all*
b* Now he re^.ds nothing at all*
c* Now they write nothing at all*
d* Now he does nothing at all*
e* Now they study nothing at all*
14* Pattern: sentence 20*
a* How can that be? I saw his writing just now*
b* How can that be? I saw his book of poetry just now
c* How can that be? I saw their writing just now*
d* How can that be? I saw him in the studio just now*
e* How can that be? I saw them in class just now*
3.5* Pattern: sentence 21*
a* \Vhich book of his* did you see?
b* V/hich poetry book did you see?
c* If/hich writing did you see?
d* In which studio did you see him?
e* In which class did you see them?
16* Pattern: sentence 22*
a* I saw his poetry book*
* tar kon boita
Id* I saw his hig hook*
Q» I saw their new hook*
d. I saw him in his friend's studio*
e* I saw them in Bengali class*
17* Pattern; sentence 25 > 24*
a* He wrote poetry, but he doesn't write now*
b* He wrote books, but he doesn't write now*
c* They wrote books, but they don't write now*
d* He went there, but he doesn't work there now*
e* They went to class, but they don't study there now*
Lesson part 4* Sentence Drill *
Drill 1
— Shall I sit with you a while?
— Yes, we shall gossip a while* I have (just) finished my work*
— How many children do you have?
— I have two sons and two daughters*
— How old are your daughters?
— My older girl is twenty* The younger is only four*
— Where does the older one live?
— She lives with us at home*
— What does she do?
— She used to be a student before* How she is a teacher in Calcutta*
— In what part of Calcutta is her shcool?
— It is in north Calcutta, by the side of Citpur Hoad*
— How many children are there in her class?
— About ten, I think* There were twenty, but ten have just gone hornt*
Drill 2 *
— Where do your brother and sister-in-law live now?
— They used to live in Birbhum* How they live in Calcutta, near you*
— Where in Calcutta do they live?
— In south Calcutta, near the Kali temple*
' — What does your brother do?
— He used to be a teacher* How he is an artist*
— Yes, I know now** '-l^heir children
— Do they do often to the temple?
— Yes, hut I never go to the temple*
— Is he well?
— Yes, I saw him a little while ago*
lesson 3, part
sikkhok
teacher (m* )
ser
mas^j^ar mosae
sikkhoitri
teacher (f*)
didimoni
chattro
student (m*)
chattri
student (f*)
dhopa
washerman
dhopani
washerwoman
dokan
shop
mondir
temple
iskul
school
soQsar
family
porihar
roc^.
road
rasta
hharot
India
hharothorso
Idioms :
amar mone hoe
golpo kor-
eimattro
se ki'hhalo ache"
apni ki'hhalo
achen"
tumi ki'hhalo
acho"
go to school with our children*
He often comes into my shop*
He is well*
3* Vocahulary *
d^h-
see, look
da-
go
ses kor-
finish
pase
heside
hhirore
within (post-position)
hhitore
kache
near (post-position)
kichukkhon
a while
sdshon
now
ekhuni
now (emphatic);
just now
prae
often
kokhono na
never
uttor
north
dokkhin
south
purho
east
poscim
west
I think, it seems to me
talk, gossip
just now
Is he well?
Are you (hon*) well?
Are you (ord*) well?
* Use simple past — the recognition has taken place in the immediate past*
Lesson 6» part
Analysis and translation
1* Note: no subject is ex-
pressed; /apni/ is under-
stood from the context and
verbal suffix*
verb stem, "want”
honorific verbal ending
"(you honorific-) want"
A* V/hat do you want ?
2* Bo I want a book *
3* 1st person pronoun stem
objective case ending
(see grammar, section 1*1)
"(to) me" (objective)
"that, (those)"
"new"
"history"
noun stem, "book"
plural suffix
"books"
verb stem, "show"
honorific ending for verb
stems with vowel final
1* Conversation* *
Bengali
ca-
-n
can
A* ki can "
B* s^ta boi cai "
ama-
-ke
amake
oi
no tun
itihas
boi
-gulo
boigulo
da^ha-
-n
* With apologies to the booksellers of Bengal, who do not act this way
at all, and suffer from our attempt to combine the bargaining situation
with vocabulary and grammar useful to the student*
114.5
"please show" deekhan
(for this imperative usage,
see grammar, section 2* 2. )
Please show me those new
history hooks «
high st'em of verb "buy"
sign of future tense
honorific verbal ending
"(you hon.) will buy"
A* Will you buy the books now?
high stem of verb "look,
look at"
sign of future tense
1st person future verbal ending
"( 1 ) shall look at"
B* amake * oi notun itihas
boigulo * dg^han "
kin-
-b-
-en
(apni) kinben
A. apni ki ^hon » boigulo kinben
dekh-
-b-
-0
dekhbo
Note: the change in word order > with /g^hon/ coming first in the
sentence, emphasizes the cone apt now, at this time*
B* Wo, I shall look at the books B* n a " sekhon ami * boigulo
dekhbo "
6* "afterwards" pore
"this" e
"plural suffix -gulo
"these" egulo
high stem of verb "take" ni-
ending for past active
participle -e
PAP, "taking, having taken" > nie
see Grammar, section 4.
stem of verb "go" ja-
"take away (i.e., take and go)" nie ja'
B* Afterwar ds I shall take ^them * B * £o_r^__ami__|__egulo__n^_e__jabo "
(Afterwards I them having-
taken shall-go)
li^6
7o "the books"
"of the books"
noun stem, "price"
verb stem, "give"
sign of future tense
honorific verbal ending
"you (hon.) will give"
A* VJill you nay for the books now ?
8* noun stem, "brother"
objective case ending
"(to) brother"
verb stem, "send"
"you (hon*) will send" —
indicative or imperative;
for the imperative usage,
see grammar, section
Bo Uo, send (them) to my brother *
9o B* He will pay *
10* "the price"
high stem of irregular verb
"give"
honorific ending
"please give"
(imperative — see grammar,
section 5*1*)
A* Ho, please pay now *
11 o "all right"
"how much"
"how much (price)"
B* All right* How much are
the books?
boigulo
boigulor
dam
de-
-b-
-en
(apni) deben
A* apni ki askhon ’ boigulor dam
deben "
bhai
-ke
bhaike
pa'fha-
pa'j^haben
B* na " amar bhaike ’ pathaben "
Bo se * dam debe "
dam-j^a
di-
-n
din
A* na " apni 33khon * damta din "
accha
koto
koto dam
B* accha " boigulor * koto dam "
tin-
numeral, "three"
foimi of q.ualifier used with
/tin/ --jje
Note: no plural suffix is used with the noun when the noun is
accompanied hy an adjective of q.uantity«
"these three hooks" ei tini^e hoi
"the price of these three hooks" ei tin'fe hoier dam
The price of these three hooks
is five rupees *
"very great, excessive"
"very greatly excessive"
That^s too much *
numeral, "four"
"lupee"
locative case ending
in (within) four rupees"
Give m o the hooks for (i«e« ,
withii. / f our rupees *
noun stem, "hook"
plural suffix
locative case ending
"in hooks"
"five"
"hundred"
"page"
Uoo There are five hundred
pages in these hooks .
"so much"
"small"
"so small"
noun stem, "price"
locative case ending
A* ei tinte hoier dam * pac
taka "
hesi
hoyo hesi
B* hero hesi dam "
car
‘l^aka
-te
car ■yakate
B* car j;akate * ei hoigulo din "
hoi
“gulo
-te
hoigulote
pac
so
pata
A» na " ei hoigulote * pac so
pata "
ffitO
kom
aeto kom
dam
-e
-e
locative case ending
"in (within) price"
"within (for) so small a
price"
Ao I shall not give (them to you)
“* for such a small nrice *
17. "hook"
"the (particular) hook"
"this (particular) hook"
B* How much will you sell this
" hook for«
18. A. 1*11 give (you) this one for
" two rupees .
19 . "hut"
"in this (particular) hook"
Note that the locative suffix
"only"
"hundred"
"one hundred"
"one hundred pages"
B. But there are only one hundred
pages in this hook .
20. B. Why is it so expensive ?
21. "this"
"this (particular) one"
"in this (particular) one"
"picture"
"there is, there are"
A. There are many pictures in
this one.
dame
asto kom dame
A. aeto kom dame * deho na "
hcl
hoi-fa
ei hoi-fa
B. koto dame * ei hoita dehen
A. du takate * eta deho "
kintu
ei hoi-fate
comes after the qualifier,
mattro
so
aek so
gek so pata
B. kin-fcu * ei hoitate * mattro
so pata "
B. geto dam ksgno "
e
e-fa
e-fate
chohi
ache
A. etate * onek chohi ache "
22* B*
Will you give me the book for
one rupee ?
23* "another"
"shop"
"in another shop"
high stem of verb "look"
honorific imperative ending
"please look"
A* Ho< please go and look in_
another shop *
Lesson 6< part
B* spk -^:.qkate ' boita deben ki "
onno
dokan
onno dokane
dekh-
-un
dekhun
A* na " anni onno dokane '
dekhun "
2> Grrammar*
1* The objective case inflectional ending* as in sentences 3 ff*
1*1» The objective case ending is used with pronouns and nouns denoting
persons * Except in certain circumstances, inanimate nouns are left un-
inflected in the objective case (see below, 1*3*)
1«2« V/hen a verb has both a "direct" and an "indirect" object, the case
ending is used with the indirect object, and the direct object is left
uninflected. Thus, in sentence 3, the indirect object /amake/ takes the
case inflection, while the direct object /boigulo/ is left uninflected.
Another example of this situation is:
amake 'tomar chele’^a dao"
Give your son to me / give me your son
1*3* A rare exception to the rule that inanimate nouns do not take
objective case inflection, is when a particular object or group of
objects is designated. In sentence 14, for example, where particular
books are under discussion, the objective case ending may be used, thus:
Give me the (particular) car -^akate'e! boiguloke din"
books for four rupees.
This option is, however, not usually taken in normal speech.
1.4* Some Bengali verbs do not take indirect objects. Among these
verbs are "read" and "sing"; in such cases, a post-positional construction
is used. This will be treated in its proper place.
r
150
2. The formation of the present imperative, as in sen-cence 3*
Do not let our use of the term “imperative" confuse you. There are
reasons for our using it to designate both a command, ("Goi", "Read! " ,
"Please gol", "Please readi") and what is sometimes called an "optative",
^"Let me/him go", "Let me/him read"). The grammatical analysis of the
construction "let me go" in English and Bengali is too complex to allow
explication here. Assume, then, that we arbitrarily assign the term
"first person imperative" to such constructions as "let me read", and the
term "third person imperative" to such constructions as "let him read".
2.1. The present imperative of regular verb stems is formed by the use
of the present indicative, usually without the personal pronoun in the
first and second person ordinary. Thus;
kini "let me/us buy" jai "let me/us go"
keno "buyi " "goi"
2.2. In the 3rd person ordinary and in the 2nd and 3rd person honorific
forms, the imperative is formed by the addition of the suffixes /— uk, ~k/
and /-un, -n/, respectively; the use of the alternative suffixes depends
upon whether the
verb stem has a consonant
or vowel
finals
kinun
"please buy" ;
Ian
[colun)
"please go"
kinuk
"let him/her/it ;
( ord. ) buy '
iak
[coluk)
"let him/her/it
(ord.) go
kinun
"let him (hon.)
buy"
nan
(colun)
"let him (hon.) go
2.3. Give imperative forms for the following;
poy-
kor-
son-
cth-
phasl-
pa-
3o Puture imperative, as in sentence 8.
The future imperative (i.e., the indicated action is to be performed at
some time in the future) of all persons except for the 2nd person ordinary
151
is the simple future without the personal pronoun. The formation of the
future imperative of the 2nd person ordinary will he discussed in a later
lesson.
formation and use of the past active participle, as in sentence 6.
The past active participle is formed hy the high stem of a verb with the
ending /-e/. There are many "compound verbs" in Bengali, as here in
sentence 6, some of which consist of the non-finite past active participle
plus an inflected or finite form of another verb. The past active par-
ticiple is often translatable either as "-ing" or "having ...-en»»; here.
for example, either
"taking"
or "having taken".
There will be a more
full discussion of the past
active participle and of compound verbs in
Lesson 8.
5* The verbs /de-/.
"give"
(as in sentence 9)
and /ne-/ , "take" form an
irregular verb class
. A paradigm of the simple
present, past, and future
tenses will be:
Person
Present
Past
Future
1st
dii
dilum
debo/dobo
2nd (ord.)
dao
dile
debe
2nd (hon. )
dasn
dilen
deben
2nd (inf.)
dis
dili
dibi
5rd (ord.)
dsee
dilo
debe
5rd (hon.)
dasn
dilen
deben
5.1. The 5rd person ordinary and the honorific imperative forms are also
irregular, being formed by means of the high-stem /di-/:
5rd (ord.) dik
2nd and 5rd (ord.) din
6. The use of the locative in various contexts, including the buying and
selling context, is a peculiar one. The best translation for such a use
might be "within what price ..." "within five rupees ...", etc. Thus:
koto dame deben
how-much price-within give-will
How much will you sell it for?
152
7* Form possible Bengali sentences;
7*1*
Subject
(Int* )
Indirect Object
Direct Object
Verbal
Modifier
Verb
(Neg. )
ami
(ki)
amake
ki
(na)
tumi
tomake
e-^a
seklaon
apni
apnake
o-j^a
pore
dseklia-
se
take
de-
tini
take
du'to
aj
pa-jflia-
amra
amader (ke)
baqla
kal
tomra
tomader (ke)
boi
sekhane
ken-
apnara
apnaker (ke)
boigulo
onno
nie ja-
tar a
tader (ke)
itibas
dokane
tar a
tader (ke)
boyo dam
de-
ram
boier
lekhok
ramke
boigulor
bhaike
lekhokke
Subject
Modifier
Object
(Int* )
Verb
ami
tumi
boier
boigulor
e*jfar
ojjar
egulor
dam
,
an-
de-
koto
ki
Subject
Indirect
Object
Modifier
(Int* )
Direct-
Object
Verb
(Neg* )
ami
amake
aGk -j^akate
(ki)
e-jja
de-
(na)
tumi
tomake
du
o-jja
pa*jf ha-
tin
boij^a
ken-
bhaike
koto dame
boyo
ch.o'ifo
153
7*4.
Modifier
Subject
hoi-jjate
hoigulote
mattro so pata
du so
onek
Lesson 6, part 3* Patterns.
ITote: from this point for the next several
of the patterns will he heard on the tape,
expected to produce in class-
lessons, only the first three
'J^he last two you will he
!• Pattern: sentence 1 . (use honorific)
a. What do you hear?
h. What do you see?
c. liiihat do you huy?
d. What do you read?
e. What do you want?
2. Pattern: sentence 2*
a. I hear a song.
h. I see a hook*
c. I huy hooks.
d. I read hooks.
e* I want many hooks.
Pattern: sentence 3» grammar section 1.4.
Ploase sing that song*
h. Please show me that hook,
c. Please show me those new hooks.
d. Please send me those new hooks
e. Please send me those new Bengali hooks.
Pattern: sentence 4»
a* Will you hear the song now?
h. Will you listen to the poetry now?
c» Will yon 'juy the hooks in this shop?
d. Will you huy the hooks now?
e» Will you read the hooks afterwards?
Pattern: sentence 5»
a* Wo, I shall read this hook now.
h. Wo, I shall read the poetry now.
c. Wo, I shall read the hooks here.
d. Wo, I shall read the hooks now.
e. Yes, I shall not read the hooks now.
Pattern: sentence 6.
a. Afterwards I shall listen to the song,
h. Afterwards I shall listen to the poetry,
c. Afterwards I shall take them.
d. Afterwards I shall huy them.
e. Afterwards I shall read them.
Pattern: sentence 7 .
a.
Will
you pay for
that hook now?
h.
Will
you pay for
that poetry hook now?
c.
Will
you pay for
those hooks now?
d.
Will
you pay for
them now?
e.
Will
you pay for
the Bengali hooks now?
Pattern:
sentence 8.
a.
Wo.
Send it to my brother.
h.
Wo.
Send the hook to my sister.
c.
Wo.
Send them to
my father.
d.
Wo.
Send the hooks to my brother.
155
e» No* Send the hooks to me*
Pattern: sentence 9*
a* He will pay you*
ho She will pay you*
c* He will pay for the hooks (i*e. , "he will give the price of the
hooks")*
d* He will pay for them*
e* I shall pay you afterwards*
7* Pattern; sentence 10*
a*
Ho,
please pay (me) now*
h.
Ho,
please pay us now*
c*
Ho,
let him pay now*
d*
Ho,
let him pay for them now
e*
Ho,
please pay for them now*
8 *
Pattern: sentence 11*
ao All righto How much is it?
h* All right* How much is the hook?
c* All right* How much are the hooks?
d* All right* How much are they?
e* All right* How much are the Bengali hooks?
9* Pattern: sentence 12*
a* 'fhe price of that hook is three rupees*
ho Its price is five rupees
c* The price of these five hooks is ten rupees*
d* The price of those two hooks is four rupees*
e* Their price is thirty rupees*
10* Pattern; sentence 13*
ao That is too little* (khuh kom dam)
h* That is too much*
Co That price is too much*
o
ERIC
156
d» That price is too little,
e. That is too much*
Pattern: sentence 14*
a. Give (me) the hook for four rupees.
h. Give it to me for three rupees.
c. Give (me) the five hooks for five rupees.
d. Give them to me for six rupees.
e. Give them to me for ten rupees.
11. Pattern: sentence 15*
a. Ho. Tihere are only two hundred pages in this hook.
h. Ho. There are many pages in this hook.
c. Ho. There are six hundred pages in these five hooks.
d. Ho> there are only two pictures in these hooks.
e. Ho, there are many pictures in these hooks.
Pattern: sentence 16.
a. I shall not sell it (i.e. , give it) for such a large price,
h. I shall not sell it to you for such a small price,
c. I shall not sell them for five rupees.
d. I shall not sell them for six rupees.
e. I shall not sell them to you for such a small price.
12. Pattern: sentence 17*
a. All right. How much will you sell these for?
h. All right. How much will you sell those for?
c. All right. How much will you sell these hooks for?
d. All right. How much will you sell these pictures for?
e. All right. How much will you sell me these hooks for?
13* Pattern: sentence 18.
a«
h.
c.
I'll give those for ten rupees.
I'll give you those for seven rupees.
I'll give you these hooks for five rupees.
o
ERIC
157
d* I'll give you those pictures for one rupee,
e. I'll give you these hooks for nine rupees.
14. Pattern; sentence 19 > 20.
a. But there are only one hundred pages in those hooks.
V/hy are they so expensive?
h. But there are only two pictures in them. Why are they
so expensive?
c. But there are only two hundred pages in them, l/fhy are
they so expensive?
d. But there are two pictures here. liiThy are they so cheap?
e. But there are only three hooks here, li/hy are they so
expensive?
15* Pattern; sentence 21.
a. There are many pictures in those hooks,
ho There are five hundred pages in them,
c. There are twenty pictures in them.
d. There are many pictures in this shop.
e. There are many pictures in those three hooks.
16. Pattern; sentence 22.
a. Will you give me the hooks for five rupees?
h. Will you give me them for four rupees?
c. Will you give me those hooks for three rupees?
d. Will you give me this one for two rupees?
e. Will you give me those three hooks for six rupees?
!?• Pattern; sentence 23*
a. No, please look in another shop,
h. No, please look in another place,
c. No, please look in that shop.
d. Yes. Please look at these other pictures.
e. No. Please go to another shop.
Lesson 6< part 4 q Sentence Drill *
Drill 1
— What do you want?
— I want a sari*
— For your wife?
— IJo, for my sister* Please show me those two red silk saris*
— These are very fine Murshidahad silk saris* Your sister will like them*
— This is not very good material* How much will you sell them for?
— Fifty rupees* But for you, I shall give them for thirty*
— That is too much* Give me the saris for twenty-five*
' — A.11 right* For you they are twenty-five* Please pay now*
— Ho, send the saris to my sister* I shall pay you later*
— Ho, sir, please pay me now, or I shall not give them to you*
— Then I shall not huy them* I am an honest man*
— But I am a poor man* I shall sell you these saris for such a small
price and make no profit*
— Then I shall go to another shop*
— Yes, please go*
Drill 2
— How much will you sell these sandals for?
— I shall sell you the sandals for ten rupees, sir*
— That is too much*
— They are very fine sandals, sir*
— They are very had sandals* Please show me those Kashmiri shawls*
— I shall sell you this shawl for thirty rupees*
— The color is very dark* Have you any light-colored shawls?
This one is exactly the color of ivory* Its price is fifty rupees*
— All right* I shall give you twenty-five*
— For forty I shall sell it, sir*
All right* Send it to my Brother* He will pay you*
— I shall send it to him* Please give me twenty rupees now*
— All right* You will Become very rich*
There will Be no profit, sir* I am a poor man*
A
159
Lesson 6> part 3» Vocabulary *
saifi
sari
bsec-
sell
silk
silk
ken-
buy
kapoy
cloth, material
mosae* mosae
sir, gentleman
sundor
fine, beautiful
labh.
profit
sot
honest
coppolj co'lfi
sandals
gorib
poor
sal
shawl
phike ,
hatirdat
ivory
halka
light
roi3
color
ghono
dark; thick
dhoni
rich
accha
all right, OK
0.&U.
red
pocis
twenty 7 f ive
tiris
thirty
collis
forty
Poncas
fifty
Review II
1. Bring up to date your file of
vocabulary of Lessons 4~6.
Imlm bhiy
bie
ba;jar
gan
bondhu
kirtton
bois^ob
mababa
jaega
dighi
soqsar
boudi
kaka
kakima
chelemee
silpi
sikkhok
sikkhoittri
chattro
chattri
dhopa
dhopani
dokan
mondir
iskul
itihas
word cards, to include all the new
crowd
wedding
market
song
friend
type of religious song
Vai§:igiava
mother and father
place
tank
family
sister-in-law
paternal uncle ( father *s younger
brother)
father's younger brother's wife
children
artist
teacher (m* )
teacher (f*)
student (m* )
student (f*)
washerman
washerwoman
shop
temple
school
history
l6l
dam
•yaica
pat a
chobi
rasta
sayi
silk
kapoy
mosae; mosae
lal)li
coppol, co-yi
sal
hatirdat
roq
price
rupee
page, leaf
picture
street
sari
silk
cloth, material
sir, gentleman
profit
sandals
shawl
ivory
color
1*2* seto
ko'ta, ko^i
ka -
so many
how many
who (inflectional stem)
1.5« k8gno
why
1*4« as-
son-
^ak-
pochondo kor-
chil-
o'yh
pa-
ra-
ge-/ gas-
daskh-
ses kor-
ca-
daekha-
nie 3a-
pa'yha-
baec-
ken-
come
hear, listen to
call, shout
like
simple past stem of ach-, "be”
rise up
get, receive
go
past stem, "go"
see, look
finish
want
show
take (away)
send
sell
buy
o
ERIC
162
1 <, 5 « sokole
all
uttor
north
dokkhin
south
purbo
east
poscim
west
l#6o coru^-idas
biddapoti
gaendas
proper name of medieval poet
proper name of medieval poet
proper name of medieval poet
lo7o purono
old
mis’ll
sweet
pracin
besi
sundor
sot
ancient
a lot, very much
fine, beautiful
honest
gorib
phike, halka
ghono
dhoni
poor
light
dark; thick
rich
l*8e aj
kal
gotokal
agamikal
today
yesterday, tomorrow
yesterday
tomorrow
geklion
now
prothome
at first
kichukkon
a while
kichu
some, a little
prae
often
1«9» tai
0
conjunction - "that is why"
"also"
kintu
but
l.lOo soqge
with
kache
near
moddhe
age
within , among
before (time or place)
o
16 ?
pore
dhare
pase
■bhitore; bhetore
l«llo "bes
accha
1*12. poncas
tiris
pools
collis
so
after (time or place)
"beside, on the edge of
beside
within, inside
all right
OK, all right
fifty
thirty
twenty-f ive
forty
hundred
2« The plural.
2.1. Nouns can be divided into two broad classes. Class I is a class
of nouns which denote animate objects. This class may be subdivided
into nouns which denote human beings and nouns which denote other types
of animate beings. These subdivisions will be referred to as Class I. a.
and Class I.b. respectively. Class II nouns include all other types of
nouns.
2.2. The plural suffixes:
Nominative -ra, era
G-enitive -der, -eder
Objective -der (ke),
-eder (ke)
chelera
cheleder
chelederke ,
cheleder
lokera
lokeder
lokederke,
lokeder
These suffixes are used by Class I nouns, and within that class only
rarely by Class I.b. nouns.
2. 3« The plural suffix /-gulo/ , to which are added the case endings of
the singular, can be used with both classes of nouns:
Nominative
G-enitive
Objective
Locative
chelegulo
chelegulor
cheleguloke
kukurgulo
kukurgulor
kukurguloke
gachgulo
gachgulor
gachguloke
gachgulote
ERIC
2«^« These two sets of suffixes are often used interchangeably. The use
of one or the other of the suffixes, however, may have significance.
Frequently, the /-ra, -era/ suffix is used to indicate particulars within
the class.
Examples;
/lok’sohore thake"/
/lokera' schore thake"/
/lokgulo ' sohore thake "/
"(all) people live in the city"
"the people live in the city"
"those (particular) people live in
the city"
2.5* There are, then, three levels of plural usage, though the distinc-
tions are not always kept perfectly clear by Bengali speakers.
2.5«1« No plural suffix (see below, section 2.6.);
/dhopa'kapoy kace"/ "(all) washermen (i.e., washermen
as a class) wash clothes"
2.5*2. /-era, -ra/ plural suffix;
/dhopara*kapoy kace"/ "the washermen (as opposed to others)
wash clothes"
2 . 5 . 5 * /-gulo/ plural suffix;
/dhopagulo *kapor kace"/ "(those particular) washermen
(within the caste) wash clothes"
2.6. The plural number is not always expressed by means of suffixes.
2.6.1. When an adjective implying plural number is present, the plural
suffix is not used.
Example;
/sekhane'onek lok"/ "many people are there"
2.6.2. Reduplication frequently has a plural or a distributive meaning
(see below, lesson 8) .
Examples;
/ke ke*asbe"/ "who all will come, what (various)
people will come"
/kothae kothae • jabe"/ "to what (various) places will you
go"
165
I
I 2.6.3. If the subject of the sentence is plural, its complement does not
♦
I have to agree in numher.
; Example:
/tara'dustu chele"/ "they are naughty hoys"
2 « 6 « 4 « \ 7 hen the reference is to a class of objects » the plural suffix
may be omitted:
Example:
/boier dam'besi"/ "books are expensive"
2.6.4. 1 * When the reference is to a particular group within a class,
however, the plural suffix can be used:
Example:
/boigulor dam'besi"/ "(those) books are expensive"
2.7. The suffix /-gulo/ may be used with certain adjectives of quantity,
e.g. , /koto/ and /onek/, and with demonstrative pronouns and adjectives.
2.7.1. The plural suffix /-gulo/ may be used with the demonstratives
/e, 0/, "this, that", when they are used as pronouns.
Example :
/egulo ki'boi"/ "are these books?"
2.7.2. When the demonstrative is used as an adjective, the plural suffix
is attached to the noun which it modifies.
Example:
/e boigulo ki'bhalo"/ "are those books good?"
3. Qualifiers.
3.1. There are two sets of qualifiers which are commonly used in Bengali-
These sets are /’-'tsi, -^i/ and /-khana, -khani/*
3 * 1 . 1 . The qualifier /--^a, -■^l/ may be used with all nouns.
3.1.2. The qualifier /-khana, -khani/ (increasingly rare in spoken
Bengali, thus not stressed in the lessons) is used with inanimate objects
which are square, flat, or cubical in shape, e.g., /boi/, "book", /bayi/.
166
"house", etc*
Example:
/amake'boikhana din"/ "Please give me the book."
3«2. The qualifiers/-i^a, -khan a/, of which the final vowel is /a/, are
used with reference to ordinary objects, toward which the speaker feels
no special emotion*
The qualifiers /-j^i, -khani/ , of which the final vowel is /i/, are used
with reference to objects toward which the speaker feels a particular
attraction*
3* 3* Qualifiers are used with numerals and other adjectives of quantity
when followed by a noun*
Example:
/ackj^a boi cai"/ want a book*"
3«4* Qualifiers may be added to a singular noun to give the force of the
English definite article*
Example:
/koto dame'boi-j^a deben"/ "How much will you sell the book
for?" (lit* give the book for)
3-4*1* The case endings are added after the qualifier, in cases of this
kind*
Example:
/oheletake'boi-fa dao"/ "Give the hoolc to the boy."
3" 5. Qualifiers may be added to demonstratives without a following noun -
i.e. , when the demonstrative is the subject or object of the sentence.
When the demonstrative functions as an adjective, the qualifier is used
with the following noun*
Examples :
/o-j^a'ki boi"/ "What book is that?"
/o boii^a'ki"/ "What is that book?"
4* Verbal inflection*
You should now have three verb tenses at your oommand: the simple present
16 ?
■the simple future > and the simple past#
!• l^uture
Verts except for /a/-stem verbs form their future tense by the addition
of the future morpheme /-b-/ and the future personal endings to the high
stem of the verb. The following are exceptions to this rule.
4.1.1. The verb /ho-/> "he, become" foitns its future with the low stem.
ami hoho
tumi hohe
tui hohi (Note; the stem changes here for
apni hohen Piionological reasons)
se hohe
tini hohen
4.1.2. Other vowel-stem verbs, of which the vowel is /o/, taie the al-
ternate stem /Coi-/ in the future. Thus the verb /so-/, "bear",
ami soiho
tumi soihe
tui soihi
apni soihen
se soihe
tini soihen
4.1.5. Certain vowel stem verbs in /a/ also take an alternate stem for
the future! /Cai-/; thus the verbs /oa-/ "want" and /ga-/ "sing"!
ami caiho gaiho
tumi caihe gaihe
etc#
4.1.4. Vowel-stem verbs in /e/, i.e., /de/, "give" and /ne-/,
preserve their low stems in the future#
"take " 9
4# 2# Simple oast
The simple past is formed by the addition of the /-I-/ (past) morpheme
and the past tense personal endings to the high stem of the verb,
except for CaC- verbs, which preserve their low stems#
o
ERIC
168
5* We have had the various uses and meanings of /o/.
Demonstrative, "that"
Conjunctive, "and"
Emphatic
2nd person ord*
personal ending
amake £ boi'^a dao
amra*£ jabo
sekhon£ bayite thake
tumi sekhane ja£
"Grive me that book"
"We too will go"
"Even now they live
in the house"
"You go there"
Lesson 7» pari; !• Oonversation*
Analysis and Translation
nonn stemj "river"
noun stem, "bank"
"bank of the river"
post-position, "from",
preceding genitive
optional
"from the river-bank"
alternative stem of verb
"come"; see Grrammar,
section 5*
sign of simple past tense
honorific verbal ending
"you came" (simple past)
"you came now" (i*e*, "you
just came")
A* Rambabu, have you .just come
from the river hanTr?
"daily"
noun stem, "bank"
locative case ending
"to/on the bank"
"to the river bank"
Bengali
nodi 7pf|-
dhar
no dir dhar
theke
nodir dharer theke, nodir dhar theke
V2rc^, <TRr
e- d
-1- ?r-
-en
apni elen QT'prN
apni sekhon elen STFTf^
dhar theke ' elen "
\sm <TT^ 7:20^
dC?H I
dhar
— e “rTT
dhare
nodir dhare <TfT^
Al rambabu " anni ki sekhon ' nodir
170
B. Yes< I go to the river
” bank every day*
3. A* liThy do you go ?
verb stem* "walk"
verbal noim suffix
verbal noun, "walking"
B. Walking on the river
bank is good *
5 # noun stem, "fish."
high stem of verb "buy"
B. And I buy fish every day «
6 . high stem of verb "buy"
sign of simple past tense
honorific verbal ending
"you bought (simple past)"
A* Did you buy fish there
“ today ?
7. name of a type of fish
name of a type of fish
high stem of verb "buy"
sign of simple past tense
1st person verbal ending
for simple past tense
"I bought (simple past)"
ERIC
B. hsB " ami ro.i * nodir dhare * .iai
1
A. kano .1 an "
ha"t- "51^-*
-a ~T
ha'I^a
B. nodir dhare hata * bhalo "
Tpfi^ ■5t6r I
mach STT 5
kin-
B. ar ami ro.i * maoh kini "
erra orrf^ ^ i
kin-
-1- -rf-
-en
apni kinlen oi t'^lT*^
A« apni ki a ,1 * sekhane * maoh kinlen "
STPfN STESi irwra ?
rui mach ^
katla mach ^
kin- 1^—
-1- -?r-
-um —
ami kinlum CTrftT
8«
1
171
S* les, I -bou ght rui _a^katla B. h® ” ami » rui 'ar katla manh 1
fish. kinlum " ^
, orrl^r era ^ftwt ^
noun stenij "fisherman"
ohjective case ending
"(to) the fisherman"
high stem of verb "give"
sign of simple past tense
honorific verbal ending
"you gave (simple past)"
jele
-ke -7:^5
3 el eke ^<3*
di- fpf-
-1- -<7—
-en — 7T ^
apni dilen iSTTTlr^
Bote: /;jeleke/ is the indirect object of the verb /dilen/; /dam/
IS the direct object of the verb. '
A* How much did you nay the
fisherman?
A* jeleke * koto dam » dilen "
^ TftT ?
B. I gave the fisherman one
rupee .
B. ami jeleke » aek taka dilum "
mfn Stw i
10. "very, quite"
adjective, "cheap"
adverb, "pheaply"
high stem of verb "get,
acquire"
"you got (simple past)"
A. You got the fish very A.
cheaply . ~
bes
sosta 51^
sostae
pe-
apni pelen
apni machgulo * bes sostae * pelen "
QrFrh7 ^TT55i;fccrr 7;:^»f i
11. verb stem, "come"
2nd person honorific
imperative ending
Why don't you come,
please come
Bote: /na/ here does not
Grammar, section 7.
as oTDi--
-un
asun na tT
the force of a negative, see
ERIC
172
"together, in one group" aeksoqge
Bo Ye So \7hy don’t you come
"" to our house; th en we will
eat together#
12o A# All rights I shall come
tonight#
13# alternative stem, "how much"
q.ualifier (see Grrammar,
section 6, for this usage)
noun stem, "time"
idiomatic usage: "at what
time"
Bo At what time will you come ?
Bo " amader harite asun na "
hole » seksonge khaho "
■str, 01 ivji <iivj)T(,o oiI-HcxH ^
A# accha ” ami a.i i^’-attre * asho
sTTjr , srrftr ots ottot i
ko- ^
-■^a -tv
somoe OT3
ko’Jar somoe 5MJ
Bo apni * kotar somoe * ashen "
iSTT^rf^ To srrTTC^ ?
14# numeral "eight"
q.ualifier
"at eight o'clock"
A# I shall come at eight
0 * clock #
15* verb stem "come"
alternate verbal noun
suffix
genitive case ending
"of coming"
post-position, "before",
with preceding genitive
"before coming"
loan word, "telephone"
compound verb, "(to)
telephone"
a-^ sni3
-ta -ST
a-^-j^ar somoe QITSST^ OTf
A# attar somoe * asbo "
srrSST^ ym crprc^ i
as 5TPT-
-ba-
-r
asbar STPOT?r
age '37X51
asbar age STi >M‘r?f 3TX5T
phon WR
phon kor-
t
ta
T
It
173
"(please) phone (future)" phon korhen
For this use of the future imperative, which is identical in form
with the simple future honorific, see G-rammar, section 4*2*)
B* All right* (Please) phone
me Before you come*
16* verb stem, "telephone"
verbal noun suffix
genitive case ending
"of telephoning"
post-position, "after",
with preceding genitive
"after calling"
A* All right* ^ I shall come
after calling you *
17 * post-position, "with" with
preceding genitive
"with you (honorific)"
Note that below, /apnar/ is
noun stem, "wife"
verb stem, "bring, fetch"
B* ¥111 you bring your wife
with you?
18* Note; for this usage of the
A* She is going to her
~ sister’s house*
B* accha " asbar age * amake phon
korben "
crw , sfTO'ra cnr-Ji (mrrr^ wr
I
phon kor- i
-ba- -^~
-r — ^
phon korbar WR
pore
phon korbar pore WR
A* a ccha " apnake phon korbar nore *
^i asbo "
OrrtsT ^TPTRT I
soqge TOf
apnar soqge oTr^RR TOf
not stated*
stri ■at
an- STR—
B* songe * apnar strike * anben ki "
TTCf iSTPRR ?
future tense, see Grammar, section 4*1*
A* se * tar boner barite * jabe "
■C7? oR 1
19.
"so, therefore"
tai oT^
m
verb stem, "bring”
verbal noun suffix
an- CTR—
-a -T
verbal noun,
ana ^thTT
' cringing
Note that the verbal noun, like other verbal forms, can takB
/ana/.* ^ ^ sentence is the object of the verbal noun
"possible"
"it will not be possible"
sombhob
sombhob bobe na
A. So it won*t be possible
to bring her . ^ ’
(i*e., Bringing her will
not be possible)
A* l.ai » ta ke ana * sombhnb hnbfi na »
oTt oTO STRT Tfri
"then, in that case"
"sons" (objective case
plural)
2® ^hen w ill you br ing your
sons?
ta hole ^
chelederke, cheleder
-ta hole * apnar chelederke »
anben ki "
STRKH ?
"them" (objective case
plural)
PAP of verb /ne-/, "take"
verb stem, "go"
compound verb stem "take"
(from this place to that)
"taking them"
verb stem, "go"
alternative verbal noun
suffix, (see G-rammar,
section 2*2.)
verbal noun, "going"
"difficult"
"going will be difficult"
taderke, tader of C ‘i<RT^ ,
nie
da- qr
nie ja- froi m*-
taderke nie jaoa vyj iRUT
ja-
“oa -i3HT
jaoa qrour
sokto
jaoa sokto hobe qTO?Tr •5^:^
er|c
1
}
f
I
i
I
1
s
i
I
i
!
175
A* It will be difficult tn
take them*
(i»e*, Taking them will
be difficult.)
22. alternative verb stems 9
"sleep”
A® They will be sleeping
tonight .
A* taderke nie .iaoa » snkto hr>be »>
'5TTWT<? -pTQJ |
ghuma-, ghumo-
A. tara * rattre ghumobe "
vDrar si„ivji w I
Lesson 7» part 2. (rrajnTna.-p .
1. Review the formation of the simple past tense: Lesson 5> Grammar, 2.
2. The formation and usage of verb nouns (sentences 15, 16, 19, 21).
2.1. Verbal nouns are formed by the addition of one of the suffixes /a/,
/oa/, (or /ano/, which will be dealt with in a later lesson) to the
simple stem of the verb, or the suffix /ba/ to the high stem of all verbs
except /a/-stems. To the verbal noun suffix is added the inflectional
case ending, if any. A verbal noun can be inflected for all four cases,
as any other noun.
Stem
bol- ("speak")
bol“ ("speak")
pa- ("get")
Verbal noun suffix
-a
-ba
-oa
-ba
Inflected forms
bola
bolar
(bolake — rare)
bolate
bolba
bolbar
paoa
paoar
(paoake — rare)
paoate
paba
pabar
176
2*2. The use o± the suffixes /a/ and /oa/ depends upon the shape of the
verb stem. \\Hien the stem shape is Oa-, the suffix is /oa/:
jaoa
"going"
paoa
"getting
deoa
"giving"
When the stem has the shape 0V0-, the suffix is /a/:
ken a "buying"
Poya "reading"
2 . 3 . The verbal noun suffix /-ba/ is frequently used, with stems of all
shapes, when the case of the verbal noun is genitive. The genitive case
suifix is added to the verbal noun suffix:
jabar age ' ami ^akbo " i shall call(i.e. , call aloud)
before going.
e'jja kenbar pore ' ami asbo " I shall come after buying it.
2.4. The verbal noun suffix is usually translatable by the English ver-
bal noiin suffix "-ing":
bagla bola ’ sokto " Spealcing Bengali is difficult,
sekhane jaoa ' -osombhob " Going there is impossible,
e-ta paoa • sohoj hobe " Getting it will be easy.
2 . 5 . The verbal noun can take an object, as can any other verbal form;
in the second example in 2.3*, the object of the verbal noun is /e-fa/.
2.6. A verbal noun is used in Bengali in some cases in which an
"infinitive" can be used in English.
sekhane jaoa ’ osombhob " To go there is impossible.
Going there is impossible.
2.6.1. Note that in English, the "infinitive" has two separate functions;
though in both functions its form is the same, there is a difference in
functional characteristics. Take these two examples:
To study is a good thing.
I ought to study now.
ERIC
In the first of these two examples, "to study" is the subject of the
177
Tfi^otr ^ second exainple, "to study" is
by "stud°” °" example, "to study" can be replaced
must be Ssi rd\“° ^
must be translated by one in Bengali. 'Thus:
poifa'bhalo jinis”
3- The verb /al-/» "come" (sentence 1).
To study is a good thing, or:
Studying is a good thing.
Jid'/e-'r T the two stems /as-/
• (' ® occurs in the present ordinary imperative /eso/,
and in free variation vri.th /aS-/ in the simple past. Ihus: ^ ^
aslum
elum
asle
ele
asli
eli
alien
elen
aslo
elo
alien
elen
with /a/-vowel
stems ,
simple future.
4 . Uses of the future (sentences 15» 18).
wu‘ tSe^ni®^" ^“tion which
wil.. take place, regardless of what terse occurs in the English.
se lekhane jabe" He will go there.
He is going there (in the future).
4 . 2 . She future honorific imperative is identical in form with the
simple future honorific. IVhen the imperative is signified, the personal
pronoun is usually omitted: -^‘^onai
apni jaben"
jaben"
lou (hon.) will go.
(Please) go (in the future).
5 . As in sentences 3 and I 7 , a personal pronoun can frequently be
omitted, when the reference is clear from context. ^Vhen such a pronoun
IS the subject of a verb and is omitted, the person of the subject will
e indicated by the personal ending of the verb. She number of
o
ERIC
178
the subject, however, will not be clear. Therefore take oare, in the
omission of a pronoun subject, that there is no confusion between, say,
2nd and 3rd person honorific, or as to the number of the subject.
6. Use of the qualifier /-%&/ as in sentences 13 and 14. Eefef to 1
T-esson 3, Grammar, 2.2.: Qualifiers are added to numerals and other ;
adjectives of quantity when accompanied by a noun. '
7* Use of /na/ as in sentence 11.
V/hen used with a present imperative form, /na/ does not have the force
of a negative, but as a polite request, "why don’t you ...". Examples: •
(apni) asun na" ^y don't you come; please come. ]
(apni) khan na" ivhy don’t you eat; please eat. j
8. Eorm possible Bengali sentences: 1
Subject
Indirect
Object
Interr.
Verbal Modifiers
Direct
Object
Verb
ram
ami
apni
tumi
se
tini
tar a
j eleke
amake
take
amaderke
taderke
tomaderke
meeke
ki
roj
aj
Eekhon
rattre
ko'tar somoe
nodir dhar(er) theke
sohorer kache
sekhane
mach (gulo)
ej^a
seta
ffito ■];;ake
ae-
ja-
ken-
ne-
an-
de-
Lesson 7? Part 3. Patterns .
1. Pattern: sentence 1.
a. Ram, have you just come from the city?
U. Ram, has he (ord. ) just come from the city?
c. Ram, has he (hon. ) just gone to the city?
d. Ram, has he (hon. ) just gone to the river bank?
e. Ram, has he (ord.) just come from the store?
Pattern
sentence 2*
a*
b.
Co
d.
e*
Yes
Yes
Yes
Yes
Yes
I go to the city every day#
he comes from the city every day*
he goes to the city every day*
he walks on the river hank every day#
he goes to the store every day*
Pattern
sentence
a# V/hy do you go?
ho Ti'/hy does he (ord#) come?
Co liVhy does he (hono) go?
do Why does he (hono) walk?
eo \/hy does he (ordo) go?
Pattern: sentence
a* Going to the city is funo
ho Coming here is easyo
Co Buying there is easyo
do Walking there is goodo
eo Going to the store is fun-o
Pattern: sentence 6o
ao Did you huy things there today?
ho Did he huy food here today?
Co Did he huy hooks there today?
do Did he eat there today?
eo Did he walk there today?
Pattern: sentence 7*
ao Yes, I bought cloth and sandalso
ho Yes, he bought rice and sweets.
Co Yes, he bought poetry and history hookso
do Yes he ate fish and rice todayo
eo Yes, he took his clothes there tOdayo
Pattern: sentence 8*
ao How much did you pay the weaver ?
ho How much did he pay the sweet-maker?
180
c« How much did he pay the grocer?
d. How much did he pay the fisherman?
e» How much did he pay the washerman?
8. Pattern: sentence 9*
a« I gave the weaver ten rupees,
h. He paid him tnree rupees.
c. He paid him twenty rupees.
d. He paid the fisherman two rupees.
e. He paid the v/asherman five rupees.
9 . Pattern: sentence 10.
a. You got the cloth very cheaply,
h. You got the sweets very cheaply
c. You got the hooks very cheaply
d. He did not get the fish very cheaply.
e. He did not give the washerman very much.
11 .
Pattern:
sentence
11
a.
Yes.
Why don'
t
h.
Yes.
V/hy don’
t
c.
Yes.
Vi/hy don’
t :
d.
Yes.
V/hy don’
t
e.
Ho.
\/hy don’t
y
rupees.
Pattern:
sentence
12
a.
h.
c.
d.
e.
All right.
All right.
All right.
All right.
All right.
I shall come tomorrow.
We shall go this evening.
We shall go tomorrow evening.
V/e shall go tonight.
I shall go afterwards.
12. Pattern: sentence 13*
a. At what time will you come?
h. At what time shall we go?
c. At what time tomorrow shall we go?
d. At what time tonight shall we go?
e. At what time will you go?
13» Pattern: sentence 14-.
a. I shall come at five o’clock.
"b* We shall go at six o'clock*
c* We shall go at seven o'clock*
d* We shall go at nine o'clock*
e* I shall go at ten o'clock*
Pattern: sentence 15*
a*
All
right*
Will you
phone me before you come?
b*
All
right*
Will you
phone me before we go?
c*
All
right*
Will you
phone him before we go?
do
All
right*
Will you
tell me before we go?
e*
All
right*
Will you
phone me before you see him?
Patt-ern:
: sentence 16*
a*
All
right*
I shall come after calling you*
b*
All
right*
We shall
go after my calling you*
c*
All
right*
We shall
go after my calling him*
d.
All
right*
We shall
go after my telling you*
e*
All
right*
I shall see him after calling you*
Pattern:
sentence 17*
a* Will you bring your sister with you?
b* Shall we bring our wives with us?
c* Shall I bring my brother with me?
d* Bhall we bring our friends with us?
e* Will you bring your son with you?
Pattern: sentence 18*
a* No* I won't bring her* She is going to her friend's house*
b* Wo, we won't bring them* They are going to a friend's hous
c* Wo, you won't bring him* He is going to his friend's house
d* Wo, we won't bring them* They are going to Ram's house*
e* Wo, I won't bring him* He is going to Lila's house*
Pattern: sentence 19*
a* So, it won't be possible to bring her*
b* So, it won't be possible to bring them*
c* So, it won't be possible to bring him*
d* So, it won't be possible to bring Ram*
e* So, it won't be possible to bring Lila*
MiiMilli
182
18* Pattern: sentence 20.
a. Then will you bring your brother?
b. Then will they bring their friend?
Co Then will we bring his friend?
d. Then will we bring our children?
e. Then will you bring your daughter?
19. Pattern: sentence 21*
a. No, it will be difficult to bring him.
b. No, it will be difficult to bring their friend.
c. No, it will not be possible to bring him.
d. No, it will not be possible to bring them.
e. No, it will be difficult to bring her.
Pattern: sentence 22.
a. He will be studying in the evening.
b. Their friend will be sleeping in the evening.
c. He will be going home in the evening.
d. They will be sleeping in the evening.
e. She will be working in the evening.
Lesson 7, part 4* Sentence Drill .
Drill 1
— Hello, Ham. Is Naresh-babu at home?
— Yes, sir. He came in a Httle while agD. (Please) come in the house.
— Will you tell him that I am here?
— Yes sir. I shall call him.
"“Hello, Naresh.
— Hello Probhas. Why are you in Calcutta?
— I arrived this morning. I have some work outside the city. I have
brought some sondes for your children.
— Pine. Will you come and eat with us this evening?
— All right. V/hat time?
— At eight sharp. Is your wife with you?
— No, but my three sons are at the station.
— Grood. Will you bring them with you?
185
No, they are going (i.e., "will go") to their friends* house tonight.
— How long will you he here?
^ leave tomorrow. Will you come with me to Ashim's CoSimer] house?
— \7hen are you going?
— Right now.
— No, I just came from the university, and I'm very tired. I'll see
you tonight.
— All right. See you later.
Drill 2
— Where have you just come from?
I have just come from the tank. It is beautiful there in the evening.
— Do you have business (i.e., "work") there?
““No. It is beautiful; that is why I go there every evening.
— What is that in your hand?
— It is a garland. I just bought it from a man on the side of the road.
— To whom will you give it?
I shall give it to my sister. She is coming to my house tomorrow
morning.
— V/ill she stay with you long?
— Hhe will leave before tomorrow night. She lives outside the city.
— I shall come and see her. Will her children be with her?
— No, her children are at home. Come at six tomorrow evening.
— Good. I'll see you then.
lesson 7i part 3. Vocabulary
sokal
bikel
morning
afternoon
klanto
•fhik
exactly
tired
sondhe,
sondhebffila
sondes
type of
Bengali
sweet
garland
hand
fun
weaver
sweet“maker
grocer
evening
soqge
jonne
with
for, for the sake of
mala
hat
mo ja
tati
theke
kachtheke
bhetore ,
bhitore
baire
from (place)
from (person)
within
mo era
mudi
outside
o
!
Expressions of time:
kiohukkhon
kotokkhon
onekkhon
a little time, a little while
how much time, how long (when the answer is expected
to be in terms of a short while — i.e., minutes or
hours).
much time, a long time (in terms of minutes or hours).
kiohu din
koto din
onek din
a few days
how long (when the answer is expected to be in terms
of days or weeks)
a long time (not necessarily literally ••many days^^).
kokhon
kobe
ko'far somoe
ek-fu age
v/hen, at what tim.e (on the same day)
when, on what day
at what time, at what hour
a little while ago
Idioms :
dsekha kobe See you later (lit. ••seeing will be^^).
dsekha korbo See you later (lit. ••seeing (I) shall make^*).
The full forms of these idiomatic expressions are:
apnar soi]ge*d3dcha hobe^^
apnar soqge 'dsekha korbo ••
In the first of them, the subject of the sentence is the verbal noun
/daskha/ — therefore the verb is in the third person and is the inactive
verb /ho-/* ^l^he subject cf the second is the pronoun /ami/, and the
verb is the active /kor-/ — the subject of the sentence is actively
bringing the '•seeing^^ about.
I
I
i
Lesson 8> part 1> Conversation *
Analysis and Translation
"when, on what day,
after how long"
noun stem, "Bengal"
A* Ram> when are you going
to Bengal ?
name of a Bengali
month — April-May
noun stem, "end"
"at the end of Boisakh"
B* I shall go at the end of
“ Boisakh.
inflectional stem of in-
terrogative pronoun "who"
objective case suffix
"whom" (objective)
high stem of verb /ne-/,
"take"
past active participial
ending* (see (Jrammar, !•)
"taking, having taken"
compound verb, "take away"
Bengali
kobe
baqlades
A* ram * tumi kobe * banladese .iabe
boisakh, bosek t^*rP2f , Xi^nT*F<r
ses
boisakher sese t^PTTC^ 1*1X5
B* ami * boisakher sese * .iabo "
isrri^ t5*nT5raf \
ka-
-ke
kake <*'TT'^
ni-
-e -rXn
nie froi
nie ja- tTOI 5T0nT
186
A» Whom wi ll you take with A* tomar SDn«e ’ kake nie .iabe ”
you ? " — “
TO'rvri^ TOf troi ?
4* noun stem, "wife" stri
Note that the objective case suffix is attached to the last
member of the series /stri ••• cheleke/.
B* I shall take my wife
^ and little boy .
5* noun stem, "road, way,
path"
"on the road, on the way"
"where"
"what various places"
(For this type of reduplica-
see Grammar, 2.)
high stem of verb /ghur-/
"turn around, spin around"
past active participial
ending
"having turned around"
compound verb, "visit"
A« What various places will
you visit on the wav ?
6* name of the city, London
B* Having visited London* I
shall go to Calcutta .
B* ami * amar stri * ar choto
cheleke * nie .iabo "
isrTtJT srr^ crr?r
TTOI I v<j 1 I
poth (pot) m
pothe -TOT
kothae WTSntJ
kothae kothae WTSTRJ
ghur-
-e -7T
ghure
ghure ja- qr-
A* tumi Pothe * kothae kothae * ghure
.iabe "
^ Tr<T2m:j WnSTfTI SI^ 5TTC?r I
lon^on
B* ami london ghure * kolkatae iabo "
srrfti ^ WToT?j ^rrRT i
gi- f^T-
7* alternative stem of verb
"go" — See Grammar, 3#
past active participle
ending
er|c
-e
187
"going, having gone"
"having gone to Oalcucta"
-What wil l you study when A.
you get to Galoutt;;?
gie fTOJ
kolkatae gie fmi
tumi kolkatae gie * ki porbe "
WT\i)1VI f 5TO ?
When I go to Oalouttfl T
shall stuav Ben^ali l
9* "again"
high stem of verb, /pher-/
"turn, return"
past active participial
ending
"returning, having
returned"
compound verb, "return"
(from there to here)
S* -kolkatae gi e * ami banla porbo "
fTOT ^TT^fTT |
abar iSTRir^J
phir-
-e -r
phire iVc?r
phire as- iSTHf-
When will you oome back
again t o this country ?
.abar kn be ' e dese nhire asbe "
'3T^rr?r ^ e) rrc*f ctptc^ ?
10. noun stem, "year"
post-position, "after"
(preceding genitive
optional)
compound verb, "return
(from here to there)"
B. After two years. When
will yo u go back to
Bengal ?
bochor
pore <TC?r
B.
phire Ja- jyr-
4u bochor Pore " tumi knbe
dese Phire ,1abe~
* banla
5TIT< ?
loan word, "degree" ^igri ■fvSEfl'
(Note: for this usage of
the term /des/ , see Grrammar,
p. )
o
ERIC
A* I shall return to the
OGuntry after taking mv
d^egree>
"which”
"which (various)"
"seeing, having seen"
B* Itfhat various places will
you see on the way home ?
noun stem, "Europe"
high stem of verb /baepa-/*
"wander about"
"wandering about, having
wandered about"
A* I also shall wander about
Europe and then return
home *
(I also Europe-in having-
wandered-about home re-
turning shall-go)
"from" post-position,
preceding genitive
optional
loan word, "camera"
"for me"
PAP, "taking, having taken"
compound verb, "bring" (lit.
"having taken come")
B* Will you bring me a
camera from Europe ?
A* ami digrita nie * dese phire jjabo
crrftr fvSwYBi fror i
kon
kon kon WR
dekhe
iurop
beyi-
beyie
A* _^i*o * iurop berie * bayi phire
.iabo "
arfqs
^TTT?rr I
theke T2nr<f
ksEmera
amar jonne CTHTT?! \1OTT
nie froJ
nie as- tTOJ
B* tumi ki amar .ionne * iurop theke »
aekta kaemera nie asbe "
tumi pothe * kon kon ,1aega dekhe
dese phirbe "
^rc2r wr ot35tt
TOW ?
xisrc^
Kimy ^TTiM^rr fro (strw ?
mmm
189
15» high stem of verb /an-/>
•'bring, fetch" en- OFT-
"bringing, having brought" ene
"I shall give", alternative
forms
A* Yes, I shall bring one
” Cfor youO What priced
camera do you want ?
16* negative verb stem,
"be not"
"twenty"
high stem of verb "buy"
"buying, having bought*'
B. Not very expensive* Buy
”* one for twenty rupees and
bring it *
debo, dobo I , t*i I (,<1 1
A« hffi " ene dobo " koto darner '
"" ksgnera cao "
•srf , dciT TTrc^r i ^
^rmt?rr wv<5 ?
no-
loiyi
kin-
kine
B. besi darner noe " ku..i taka die '
”* aekta kamera kine ' nie eso ''
wfl' tTWT frcn
Kji^tr <*TTCW rkca »iOT I
17. quickly, immediately
A* Do you want the camera
right away?
t ay at ay i olvjjlol fvjp
A* tumi ki ' kaemerata ' taratari cao "
3^ <>\ rCVlilTbT oTv^Toli^ FTQ ?
18. genitive verbal norm,
"of coming"
noun stem, "time" or
"at the time"
"at the time of coming,
when (you) come"
asbar JSTTRSTRr
somoe
asbar somoe 7TO
f
i B. No, bring it with you
when you come .
B. na " asbar somoe ' tomar
"" songe * nie eso "
TT I ^rnm^ ym ■conrr^
fro dorr I
er|c
iMiiiiiiii
n
iiiiiaiiiii
190
Lesson 8» part 2« Grammar .
1* Formation and usage of the past active participle.
1.1. The past active participle is formed by the addition of the suffix
/-e/ to the high stem of the verb.
Stem Past Active Participle
ken-
kin-e
khsel-
khele
son-
sun-e
kor-
kor-e
jan-
jen-e
de-
di-e
pa-
pe-e
Translation
buying, having bought
playing, having played
hearing, having heard
doing, having done
knowing, having known
giving, having given
received, having received
1.2« There are large numbers of what are called "compound verbs" in
Bengali; these compound verbs are made up, in some cases, of a non-
finite verbal form (here a past active participle) plus an inflected or
finite verbal form. The semantic signalling of these compounds is often
clear. We have, for example, in sentence 3> the compound /nie ja-/,
"taking (or ’having taken'), go" i.e., "take away". In other cases, as
will be seen later, the meaning is not so easily derived from the ele-
ments. It is therefore wise to consider these compound verbs for the
present as verbal units, rather than as a cluster of two or more separate
verbal elements, fhe verb "take" will thus be considered as /nie ja-/,
rather than as /nie/ plus /ja-/; the verb "wander about", as in sentence
5, will be considered as /ghure ja-/, rather than as /ghure/ plus /ja-/.
1.3* The past active participle is frequently used to express sequences
of thought, and avoids a series of clauses connected by "and". An example
is in sentence 6, which could be translated, "I shall visit London, and
(then) I shall go to Calcutta". When used in this way, and not as an
element of a compound verb, the past active participle marks the end of a
clause and of a breath-group.
1«4. Bote carefully that this sequential type of construction can be used
only when the subjects of all clauses are the same. Thus, you can say:
191
kolkatae gie ' ^ta boi likhbe " When he goes to Calcutta, he
will write a book.
Ihis type of construction could not be used to express:
When I go to Calcutta, will write a book.
There must be one inflected verb for each subject in the sentence.
2. Repetition, as in sentence 5, gives either a distributive or intensive
meaning. In sentence 5» the meaning is distributive, i.e., "what dif-
ferent or various places". Other examples might be: /din din/, "daily,
day after day, every day"; /bone bone/, "throughout the forest, in all
the parts of the forest".
3 . The irregular verb /ja/, "go", as in sentence 7*
The verb /ja-/ is regular, within, its class of vowel-stem verbs in /a/,
for the simple present and simple future, i.e., /ami jai/ "I go", and
/ami jabo/ "I shall go", etc. In the simple past and in the past active
participle forms, there are alternative stems. A paradigm of the simple
past is:
ami gelum
tumi gele
tui geli
apni gelen
se gaelo
tini gelen
The stem for the past active participle is /gi-/* Therefore, PAP /gie/,
"going, having gone".
4-. There is sometimes some confusion as to which of the several
equivalents of the verb "be" should be used in which circumstances. At
this point, the following rules of usage might be noted:
4 . 1 . The stem /thak-/ is used when permanence or habitual condition is
implied:
chelemee*bayite thake" The children are (i.e., reside) in the
house
4.2. 5Che stem /ach-/ is used when continuity is implied;
o
ERIC
192
chelemee *bayite ache" The children are (still* even now) in the
house*
4*5* No verb is used when the condition is temporary:
chelemee ' bayite" The children are in the house (but they
may not be there much longer)*
4*4« The stem /ho-/ is used in the sense of "to become* to be born* to
be posted at some place"*
chelemee'bayite hoe" The children get born in the house*
5?he term /del/ has several meanings in Bengali* A Bengal villager
may mean by it his village and the countryside he knows well* A sophis-
ticated Bengali may mean by it all India* The meaning of the term
varies according to the sophistication of the speaker* and the place
where he is when he is speaking* A Bengali in the United States might
mean by /del/* India; a Bengali in Delhi might use the term to refer to
Bengal; a Bengali villager might use it to refer to his village* In
this sense* it is used much like the English "home"*
6* Form possible Bengali sentences;
Subject
Verbal Modifier
Verb^j^
Verbal Modifier
Verb 2
ami
amra
tumi
tomra
apni
apnara
lon^on
pasris
kothae
kothae kothae
lekhane
ghure
gie
dekhe
kolkatae
sohore
bayite
al
ja-
Direct Object
Direct Object
e-fa
o-fa
coppol
layi-fa
nie
kine
dekhe
gie
e-fa
o-fa
boigulo
nie al-
nie ja-
phire ja-
dekhe
pher-
kine an-
193
Leagon 8t part 5* Pgittems *
1 .
2 *
Pattern:
a*
When
b*
When
0*
When
d*
When
e*
When
Pattern:
sentence 1*
vdll you go back to India?
will you go back to Bengal?
will you oome back to Bengal?
will you oome back here?
will he oome back here?
sentence 2*
a* I shall go at the end of Oaitro LooittromaS]*
b* I shall go at the beginning of Asarh Cala^aSJ*
0 * I shall oome back at the end of Phalgun [phalgunmaSJ •
d* I shall oome back at the end of the month*
e* He will oome back here at the end of the week*
5* Pattern: sentence
a* Whom will you take with you?
b* What will you take with you?
0 * Whom will you bring with you?
d,* What will you bring with you?
e* Whom will he bring with him?
4* Pattern: sentence 4*
a* I shall take my wife with me*
b* I shall take my clothes with me*
0 * I shall bring my children with me*
d* I shall bring my books With me*
e* He will bring his brother with him*
5* Pattern: sentence 5*
a* What (various) countries will you visit on the way?
b* What (various) cities will you visit on the way?
0 * What (various) places will you visit on the way?
d* What (various) shops will you visit on the way?
e* What (various) places will he visit on the way?
6* Pattern: sentence 6 (use PAP)*
19U
a* Having visited Europe* I sHsill go to India*
b* Having visited London* I shall go baok to Bengal*
0 * Having visited Paris* we shall go baok to Bengal*
d* Having visited the book shops* I shall oome baok here*
e* Having visited OauLoutta* they will oome back here*
7* Pattern: sentence 7 (use PAP* though other constructions are possible)*
a* What will you do when you go to India?
b* What will you do when you go baok to Bengal?
0 * What will you do when you oome baok to Bengal?
d* What will you do when you oome baok here?
e* What will they do when they oome baok here?
8* Pattern: sentence 8 (uoe PAP)*
a* When I go baok to India* I shall write a book*
b* When I go back to Bengal* I shall buy a sari*
0 * When I oome baok to Bengal* I shall study Bengali*
d* When I oome baok here* I shall call you*
e* When they oome baok here* they will call us.
Pattern: sentence 9*
a* When will you oome baok?
b* When will you oome baok to Bengal?
0 * When will you go baok?
d* When will you oome baok home?
e* When will we oome baok here?
9* Pattern: sentence 11 (use PAP)*
a* I shall return after taking my degree*
b* I shall return to Bengal after taking my degree*
0 * I shall go baok after finishing my work*
d* I shall oome baok after buying the books*
e* We shall oome baok after buying the cloth*
10 *
Pattern: sentence 12 (use PAP)*
&•
b*
0 *
d*
What (various) countries will you see on the way home?
What (various) places will you see on the way home?
What (various) cities will you see on the way home?
What (various) shops will you see on the way home?
195
®* What (various) places will we see on the W8iy home?
11. Pattern; sentence 13»
a* I also shall wander in many countries and them return home,
h* I also shall wander in many places and then return home.
0 . I also shall wander in various cities and then return home.
d. 1 also shall wander in many shops and then return home.
e. We also shall wander in many places and then return home.
12. Pattern: sentence 14.
a. Will you bring me books from Europe?
b. Will you being me cloth from London?
0 . Will you bring me sandals from Poona LpunaJ?
d. Will you bring me sweets from the shop?
e. Will we bring them a sari from the shop?
13* Pattern: sentence 15*
a.
Yes
b.
Yes
0.
Yes
d.
Yes
e.
Yes
I shall bring (one).
I shall bring (some).
1 shall bring (some).
I shall bring (some),
we shall bring (one).
What priced books do you want?
What priced cloth do you want?
What priced sandals do you want?
What priced sweets do you want?
What priced sari does she want?
14. Pattern: sentence 16.
a. Buy some for fifty rupees and bring them.
b. Buy the cloth for twenty rupees and bring it.
0 . Buy the sandals for ten rupees and bring them.
d. Buy the sweets for five rupees and bring them.
e. Buy one for thirty rupees and bring it.
Pattern: sentences I7t 18.
a. I do not want them right away. Bring them with you when you
oome. (/tomar/ optional)
b. I do not want it right aweiy. Bring it with you when you oome.
(/tomar/ optional)
0 . I do not want them right away. Take them with you when you go.
(/tomar/ optional)
d. I do not v:anb them right away. I shall eat them when I oome.
e. She does not waat it right away. She will wear it when she goes.
o
ERIC
196
Lesaon 8« part Drills *
Note: Use compound verb forms wherever possible.
Drill 1
— Rahlua Crohiml > are you going haok to Calcutta soon?
— Yes, I shall he going there at the end of next month.
—Will you stop at many places on the way?
Yes, I shall visit Delhi LdilliJ and Benares Lhanaro^] on my way.
— Will you take your family with you?
— No, not this time. I shall go alone.
—Do you know how long you will he staying in Calcutta?
—About two months.
—Will you study when you have reached Calcutta?
—Yes, I shall write a hook.
Will you do me a favor? (i.e. , will you do a favor of me?)
— What favor shall 1 do for you?
Will you bring me a sari and sandals form Calcutta?
—Yes, I shall bring them. What price sari do you want?
Not very expensive. Buy a sari for thirty rupees and sandals for ten.
— Do you want the sari right away?
— No, bring it with you when you come.
Drill 2
— jtn go home now. But 1*11 come back tonight.
you stop on the way home and give this to Bomdev?
— Yes, I’ll stop there on the way. Where does he live?
(Jet down from the tram at the comer of Hajra Road and go (use simple
future) to the third house on the left.
— riglit. I won’t get lost. Where shall I oatoh the tram (or: "get
up on the tram")?
— In front of the house.
—All right. What shall I take for him?
—Take this watoh for him. I brought (use simple past) it for him from
America.
* — How much did it cost?
— I got it for thirty dollars.
ERIC
197
It is a nio® watoh* What did you bring for me?
Nothing. \/hy do you keep sitting there? Go along.
All right. I»ii come baok and see you tonight.
lesson 8. part 5. Vooabulayy
Suru
^oqsar
upokar
jama* kapoy
ghoyi
moy
mas
beyal
onek, nana
ekhuni
a^a
ebar
ba dik
dan dik
beginning
family
favor, help
olothes
watoh, olook
oomer, junotion
month
oat
various
right away
alone
this time
left (side)
right (side)
tham-
harie ja-
neme ad-*
bo4e thak-
bo^e aoh-
nie ai-
lekh
dhor-
Por-
Samne
agami next.
approaching
Bengali months:
bo^ek, boilakh
April-May
jos-fi, joil-jfho
May- Jim e
alay
June-July
srabon
July- August
bhaddro
August-Sept ember
aSsin
September-Ootober
kartik
October- November
ogghran, ogrohaon
No vemb e r — Be 0 emb e r
po4, poul
Be 0 emb e r- J anu ary
magh (mag)
J anuary-Pebruary
phalgun
Bebruary-Mar oh
cot, ooittro
Maroh-April
stop
get lost (/ha±*a-/
"lose") ^
get down (/nam-/
"desoent”)
remain sitting (/bos-/
••sit*')
remain sitting
bring (/ne-/ ••take**)
write
oatoh
wear
in front of — post
position with genitive
o
Lesson 9, part 1. Oonveraatinn,
Analysis and Translation Bengali
proper name (Muslim)
noun stem* "necessity"
"there is"
"it is necessary"
"it is necessary to go*
there is a necessity of
going"
Mustafa* ia it necessary A«
for you to go home now ? "
mustapha
dorkar W<*T?T
ache isrrc^
dorkar ache iSTTO
dabar divrkar ache m^T?T iSTTO
mustapha * tomar sekhon * barite
jabar * dorkar ache ki~^
, Tawri jrr
iTfT5 ?
emphatic suffix -i
"right now* right away" ekhuni
Note: the locative suffix on /hayi/ is optional in this context.
Yes » I have to go home
right away *
alternative stem of verb
"go"
past active participial
ending
"going* having gone"
!• M " amar ekhuni * bari .iabar »
dorkar ache "
, GTVI R ^TTv^T ^TRTRI
CTTO I
gi- f5F-
-e -YH
gie t5rUT
199
A« When you go home » what
will you do ?
"much* many"
noun stem* "work"
(singular)
"much work, many jobs"
B* I have a lot of work *
A« turn! bari gie *ki korbe "
v25^1^ f TOI ?
onek
kaj
onek kaj
B* amar * ^nek ka.i aohe "
ciTTRi wm crra I
"that"
plural suffi:
"those"
^e
-gulo
^eguio i:JT5!;:T:?Tr
Note that /onek kaj/ in sentence 4 is a plural formation, though
singular in English*
noun stem, "end, finish"
compound verb, "finish"
B* When I go homei I shall
" finish that*
6* "again"
verb stem, "return"
PAP, "returning, having
returned"
compound verb, "returning
come, return here"
A* Will you oome back here
" again ?
7. B* Not I won’t oome back
” here today *
8* "once more, again"
ies
ses kor- TTO
B* bari gie » segulo 6e4 korbo "
f 5Tcn i
abar STT^T?!
pher- c,^W—
phire
phire a5 ' fTOF
A* tumi ekhane * abar phire a^be ki "
v5^ «JWTT^ \5TT?rr?f troi CTPrC^ ?
B* na " ekhane a.i * phire asbo na "
TT , \SPHT^ STTvSI tTOI ^ I
sekbar
o
200
A» When you finish yoiir workt
" will you meet me again ?
9* B* No* I won*t he able to
“ see you again today *
10* noun stem» "time"
"get time, find time"
A* 0^*t you find a little
time today?
11. B* Why? Is there some need ?
12* A* Yes* there is some need *
13* B* OK* in that case 1*11 oome
^ hack tonight *
lA* 2nd person ordinary im-
perative stem of /as-/
"come"
"come 4" (2nd ordinary
imperative)
A* tumi » ka.i sel kore * amar lange *
a^bar daekha korhe ki "
^ iSTHTT?! 7fr?f
■CW '
B* na " tomar 4onge * a.i abetr * daskha
” kora * 6ombhob hobe na ~"
^ , TOTMT?! 5TC?r sma ctrt?! iw
^ TT I
lomoe TWn
Somoe kor- 71^
A* ai tomar * ektu lomoe kora *
6ombhob hobe na "
OTsi Twn ^
^ ?
B* kaeno " kiohu dorkax aohe ki "
TOTTT cnrs ?
A* hae " ektu dorkar aohe "
xxf , onr^ i
B* aooha " ta hole * ami rattre *
"" phire aSbo "
isnw , OT iNTfsT ^Tortroi
PTw r I
es- dTf-
eso dTTT
201
A* Not oome baok when you
have finished your work«
15* proper name (f*)
B* Look> I have to meet
" Roti todav>
16* verb stem, "learn"
verb stem, "teach"
"today"
"today also"
A* Why? Is she going to teach
“ you English again today ?
17. "some" - a bound form
"some (plural)"
3rd person ordinary
genitiye pronoun
post-position, "from (a
person)" with preceding
genitiye
"from him, from her"
B* Kot I haye to get some
"" poetry books from her
today *
18* adjective (bound), "coming"
"tomorrow"
A* na " tumi * tomar ka.i 6e6
" kore * phire e6o "
dCTTT I
roti
B* daekho " a.i rotir longe * amar
"" dsdcha kor^ * dnrkar ache "
, crnsi 5rqr isrRT?! ■rorr
cmrs I
lekh-
sekha- rm-
aj 'cmsi
ajo STT^
A* hasno " le ki ajo tomake * inri.ii
sekhabe "
ITT tqj crns©
kotok-
kotokgulo
tar ySTSl
kach theke T2n^
tar kach theke OT?I
B* na " a.i tar kaoh theke * amar
" kotokgulo kobitar boi * nebar
dorkar ache "
TT, srnsi v5T?r ^ crrw
<h5<bf^i?Tr TTRrra
isrnrs 1
agami- isrr5mfl’-
agamikal oi J ■>! <KH
o
ERIC
202
A* Go and get the books of
" poetry tomorrow *
19 . B* Mo» I won’t be able to go
“ toiQorrovr»
20. PAP of /an-/» "bring,
f-tch"
compound verb, "bring and
give"
A* Then I shall get you the
books tomorrow»
21* A* I can go »
22* B. Good» In that case^ I
~ shall come back right
away»
23* "much, a lot"
"much time"
verbal noun, "remaining"
B. But I won’t be able to
~ spend much time with you »
24* adjective, "right, exact"
idiom: "that's all right"
noun stem, "word, story,
subject matter"
ERIC
A. tumi * agamikal gie * kobitar
"" boigulo * nie eso "
TTO dUTTT I
B* na " agamikal * amar .iaoa * sombhob
~ hobe na ~^
TT , crrJiTVTt-^R crnrr?r m'om-
^ TT I
ene
ene de- dC^ TT—
A* ta hole ' ami tomake * agamikal *
~ boigulo ene dobo "
, isrrfcr cv^rvm:^
^itMcTT^r dC^ CTTOT I
A* amar .iaoa * sombhob hobe "
orwRr JTTonT 1
B. bes " ta hole * ami taratari *
~ phire asbo "
I ^ ■5T7T ,
erPTCTT I
besi to'lT
besikkhon
thaka TRT
B. tobe * tomar songe * amar
" besikkhon thaka ' sombhob hobe na "
TTor^rra TOFcr'nrra trt
^ I
•^hik 1^^
•yhik ache 6 TTT^
kotha mr
203
"speak, say"
"converse"
^at»s all right. T bg.ro
~fco taiic to vou «
25.
idiom, "good enough"
S* good enou gh, ^flien T
back 1*11 listen.
26* A. fflen you come baclr. hr> i-nn>
i^ ina with you . ^
27* A. She also has to hear 1t.
bol-
kotha bol- ^g?2fT ?I?r~
STfT^ I CTHTT^ (,<ji ^«y? i /d r
wr iSTTO I
bes to
— * b.es to " ami phire ese ' sunhn n
^*T I ksuj i
-• £hire asbar snm oe » ninake toma -r
songe » me ean »
I
>^1*^ ‘Conrra JTClf
-• li ge »*
v5T?ro dR?2rT5i7c?rr rrpn^ i
lesson 9. part 2. flrajmnaT» .
the r\ primarily to s.ummarize the usages of
the verbal nouu a«d past active participle forms which we had Z tZ
previous two lessens. Ihere are two general types of usage:
1.1. As the verb in a subordinate clause, the PAP has two types of
hf It I (y°«.
he, etc.) did (went, said, etc.)". Por example:
a)
ami'sekhane gie'boita
nie asbo" ^
b) gan^a suns' se'araar
kache'elo"
^,S0 there I shall take (away) the
ther; to*h;reO"‘‘^^
■there, I shall take (awav) the
s;« “• ‘~«o?
V/hen he heard the song, he came to me.
Having heard the song, he came to me.
mm
26k
It is important to remember that in a structure of this kind* the subjects
of both clauses must be the same »
1.2* Note that in the English of sentence a) above* there are two
semantic categories:
1* '-^0 go with the purpose of getting the book*
2* To go with some purposes* including getting the book*
It is important that these two categories* fonnally undistinguished in
English* are formally distinguished in Bengali* The formation /ami
sekhane gie ***/ refers to category 1* i*e** to go with the purpose of
getting the book* Category 2 cannot be expressed by the PAP* This type
of expression will be dealt with in a later lesson*
1*3* As a part of a compound verb*
A compound verb in Bengali has at least two members* one of which* the
second member* is a finite verb (i*e** a verb which is inflected for per-
son and tense)* The first member may be one of a number of classes of
words — nouns* adjectives* verbs — — but in the cases before us at present*
the first member of the compound is a past active participle* PAP + verb
is in fact the commonest form of the compound verb* Also, in the cases
before us* the nucleus of meaning of the compound verb is the participial
form* ^'or example:
tumi phire eso you come back (lit* * ’’returning come )
tumi (e'fa) nie eso you bring (it) back (lit** ’’taking come”)
In these two examples* the second member of the compound is the same*
yet the meaning of the compound chaages* In Bengali* as we shall see
later on* this type of formation lends itself to great subtlety where by
variation of one or another member of the compound* minute shades of
distinction can be attained*
2* Bengali tends toward economy of expression* Note that in sentences
2 and 3* the locative case ending /-te/ on bayi is not used* since there
is no possibility of confusion* The use of -case endings in cases of this
kind is optional* We have noticed before that there are places in which
the pronoun subject may be omitted also*
3* The use of /dorkar/* ’’necessity”.
203
The form /dorlcar/ functions as a nount and is best considered as eq,uivalent
to the English ”neoe8sity'’* It does not imply compulsion or obligation;
each of these types of expression has its own form in Bengali* Note that
when /dorkar/ is used, it takes a possessive case of noun or pronoun
(i.e. , there is a necessity ££ something); in oases where the necessity
is related to someone, that noun or pronoun is also in the posessive case*
Bengaili would phrase it this way:
There is a necessity of me of
going (i*e*, it's necessary for
me to go)*
•
Thei'e is a necessity of him
reading (i*e*, it is necessary
for him to read)*
4* Uses of /-ke/ and /jonne/*
4.1. T^iere are several ways of expressing an indirect object* Sentence
20 is "I shall get you the books tomorrow"* The Bengali for this,
depending upon the speaker's stylistic choice, can be either:
ami tomar jonne'agamikal'boigulo nie aSbo", or,
ami tomake'agamikal'boigulo ene dobo"
The use of the verb /de-/ in either its simple form or in a compound,
permits the /-ke/ suffix denoting the indirect object* But with /de-/,
the post-positional phrase with /jonne/ may be used* iChus another
possibility, depending entirely on the speaker's stylistic choice, is:
tomsu? jonne 'boigulo ene dobo"
4.2* There are some Bengali verbs such as /ga-/ which do not take
indirect objects* In "I shall sing you a song," "you" will not be trans-
lated as /tomake/* In Bengali, the expression will be either:
ami tomar jonne 'gan gaibo"
"I shall sing a song for your benefit" (i*e*, to bring you some kind
of profit) •
amar jabar' dorkar ache"
tar poybar' dorkar ache"
or:
ami tomar pokkhe'gan gaibo"
"I shall sing a song on your behalf*"
206
4. 3* Note that »*to you*‘f as in the English expression ”I shall come to
you»» does S2i use the suffix /-ke/. Here also a post-position is re-
quired f namely /kaohe/ f "neary in the vioinity of*’j
ami'tomar kaohe albo'*
5* To this point, we have had verbal nouns used only with such formations
as:
eta kora*6okto'» It is difficult to do this.
(The doing of this is diffioixlt.)
In such formations, /lokto, dombhob, 6ohoj/i etc., are adjectives. In this
lesson, we have another use of the verbal noun, this time as the object
of the verb. Examples:
lekhane jaoa*pochondo kori"
ami*baqla poya*poohondo kori”
ami tomake*baqla poya 6ekhabo"
apni ki take’tobla bajano
sekhaben"
I like to go there.
(I like going there.)
I like to read Bengali.
(I like reading Bengali.)
I will teach you to read Bengali.
(I will teach you reading Bengali.)
Will you teach him to play the tabla?
(Will you teach him playing the
tabla?)
6. The formation of PAP from -a final verb stems (/dsdcha/, /boya-/, etc.)
6.1. The PAP of -a final verb stems takes the high stem-vowel, except
where the stem-vowel is /a/, and replaces stem-final -a by -i, thus:
Stem
PAP
GrlOSS
daekha-
dekhie
showing, having shown
bseya-
beyie
wandering, having wandered
sekha-
sikhie
teaching, having taught
ghuma-
ghumie
sleeping, having slept
jana-
janie
informing, having informed
Leason 9. part 3« Pattern Drills *
1* Pattern: sentenos 1«
a* Is it neoessary for you to study now?
b* Is it neoessary for you to go there now?
0 * Is it neoessau?y for him to go tonight?
d* Is it neoessary for them to oome tomorrow?
e* Is it neoessary for us to oome to the office?
2* Pattern: sentence 2*
a* Yes, I have to study right away*
b* Yes, I have to go there right away*
0 * Yes, it is neoessary for him to go tonight*
d* Yes, it is neoessary for them to oome tomorrow*
e* Yes, it is neoessary for you to oome to the office*
3* Pattern: sentence 3*
a* When you finish, what will you do?
b* When you go there, what will you do?
0 * When he arrives* there, what will he do?
d* When they oome here, what will they do?
e* When I come to the offioe» what will I do?
4* Pattern: sentence 4*
a* I have a lot of work*
b* I have a lot of studying*
0 * He has a lot of studying*
d* They have a lot of work*
e* You have a lot of work*
Pattern: sentence 3*
a* When I finish studying, I shall do that*
b* When I go there, I shall do that*
0 * When he goes there, he will finish that*
d* When they come here, they will finish that*
e* When you come here, you will do that*
* either /pouche/ or /pouchie/ is possible*
208
Pattern; sentence 6*
a* Will you finish studying tonight?
b* Will you come back home tonight?
0* Will he go back home tonight?
d* Will they oome back home tonight?
e* Will I oome back to the office tomorrow?
6* , Pattern: sentence 7*
a* No, I will not finish tonight*
b* Yes, I shall oome back home tonight*
0 * Yes, he will go back home tonight*
d* No, they will not oome back home tonight*
e* Yes, you will oome back tomorrow*
7* Pattern; sentence 8*
a* When you finish your studying, will you meet me again?
b* \flaen you oome back home, will you meet me again?
0* When he goes back home, will he meet Lila?
d* When they come back home, will they meet us again?
e* When I come back, will I meet you here?
8* Pattern; sentence 9*
a* No, I won't be able to meet you*
b* Yes, I will be able to meet you again*
0 * No, he won't be able to meet her today*
d* No, they won't be able to meet us tomorrow*
e* No, you won't be able to meet me here*
9* Pattern: sentences 10, 11, 12*
a* Can't you find a little time tonight? There is some need*
b* Can't you find a little time today? There is some need*
0 * Can't he find a little time tonight? There is some need*
d* Can they find a little time today? There is some need*
e* Can you find a little time today? There is some need*
10* Pattern: sentence 13*
a* OK* In that case I'll come back this evening*
b* OK* In that case. I'll come back this morning*
209
o« OK* In that oase» he'll oome hack tonight*
d* OK* In that oase, they'll oome haok this evening*
e* OK* In that oase, I'll oome haok soon*
11* Pattern: sentenoe 14*
a* No, oome haok when you have finished your studying*
h* No, oome haok home when you have finished your work
0 * No, he'll oome haok when he has finished everything*
d* No, they'll oome haok when they have bought everything*
e* No, oome haok when you have bought the hooks*
12* Pattern: sentenoe 15«
a* look, I have to meet Ram today*
h* Look, I have to meet Lila today*
0 * look, he has to meet me today*
d* Look, they have to study today*
e* Look, I have to study Bengali today*
13« Pattern: sentence 16 (use verbal nouns)*
a*
h*
c*
d*
e*
V/hy? Is he going to teach you to speak Bengali?
Why? Is she going to teach you to play the tab la ?
\fliy? Are you going to teach him to eat Bengali sweets?
V/hy? Are they going to learn to read Bengali?
^i/hy? Are you going to learn to read the language?
14* Pattern: sentence 17*
a* No, I have to take some history hooks from him*
h* No, I have to take some history hooks for her*
c* No, I have to take some new hooks for him*
d* No, they have to bring some new hooks for me*
e* No, I have to buy some Bengali hooks from Ram*
15* Pattern: sentence 18*
a* Gro and get the history hooks tomorrow*
h* Gro and get the history hooks for her tomorrow*
c* GrO and bring the new hooks to him tomorrow*
d* Gro and get the new hooks tomorrow*
e* Go and buy the hooks from Ram tomorrow*
o
210
16* Pattern: sentence 19*
a*
No*
I
won'
t
he
able
to
get them
tomorrow*
h*
No*
I
won'
t
he
able
to
get them
for her tomorrow
0 *
No*
I
won'
t
he
able
to
get them
tomorrow*
d*
No*
I
won'
t
he
able
to
go there
tomorrow*
e*
No*
I
won'
t
he
able
to
huy them
tomorrow*
17 . Pattern: sentences 20* 21 (note: refer to grammar* 4*1*)
a* tDhen I shall get you the hooks tomorrow* I can go*
h* Then I shall get the hooks for you tomorrow* I can go*
c* Then I shall bring them for you tomorrow* I can go*
d* Then I shall get you them tomorrow* I can go*
e* Then I shall huy you them tomorrow* I can go*
18* Pattern: sentences 22* 14*
a* In that case* I shall come hack when I have finished my
studying*
h* In that case* I shall come home when I have finished my work*
c* In that case* he will come when he has finished everything*
d* In that case* they will come hack when they have bought
everything*
e* In that case* I shall come hack when I have bought the hooks*
Pattern: sentence 23*
a* But I won*t he able to stay here long*
h* But I won't he able to stay with you long*
c* But he won't he able to stay with you long*
d* But they won't he able to stay long*
e* But I won't he able to stay in the office long*
19 * Pattern: sentence 24*
a* That's all right*
h* That's all right*
0 * That's all right*
d* That's all right*
e* That's all right*
I have to give you a new sari*
I have to give you a new shawl*
I have to send* him some new hooks*
I have to show them some new things*
I have to tell you some good news*
*
Either /pa'fhahar/ or /pa'fhanor/ (which you will hear on the tape) is
possible*
2U
20* Pattern: general*
a*
Good
b*
Good
0*
Good
d*
Good
e*
Good
I like to get new saris*
I like to get new shawls*
He likes to get new books*
They like to see new things*
1 like to hear good news*
/
21* Pattern: sentence 26*
a* When you come back* bring Lila with you*
b* When you come back* bring your daughters with you*
0 * When he comes back» he will bring his children with him*
d* When they come back* they will bring Nira with them*
e* When you come back* bring Sipra with you*
Pattern: sentence 27*
a* She also has to get a sari*
b* They also have to get new shawls*
0 * They also have to get new books*
d* She also has to see the new things*
e* She also has to hear the news*
Lesson 9* part h* Sentence Drills *
Drill 1
— I must go home right away*
— Why do you have to go so soon? Do you have work there?
— Yes> a few things need to be done* When I finish my work* I shall come
back*
— Good* When we have bathed and eaten* shall we take these things to
Lila's house?
— Yes* I heard that she is sick*
— No* she fell on the ice this morning and broke her ann*
— Then let us bring her flowers and sweets* Then let's come back here
and sleep a while*
—All right* After we have slept a while* we shall have to go to the
market*
— All right* Shall I buy some fruit on my way home and bring it back?
— Yes* bring it back when you come* What else shall we bring to Lila?
— We'll buy some flowers on the way and give them to her*
o
212
— Good. Then 1*11 see you later.
Drill 2
— When will you go to Puri?
Next week. I shall stay a week in Puri, and then return to Calcutta.
— Will you also go to Cattack Ckotol^^?
—Yes, after I have seen the temple of Jagannath Ljogonnath] in Puri, I
shall go to Cuttack.
—There is a beautiful temple there also.
— Yes, I shall wander around Cuttack a day and then come back.
— Will you see the images?
— No, I shall not be able. I shall have to remain standing outside the
temple walls.
—It will be a nice trip. What will you do after you have seen Puri and
Cuttack?
— Then I shall return to Calcutta and sleep. Travelling makes me tired.
mis'^i
murti
bhromon
bajar
boroph
jinis
hat
osukh
cad
kagoj
deoal
lal
nil
holde
sobuj
begune
begne
Lesson 9. part 3. Vocabulary .
sweet (meats)
image
travelling, trip
market
ice
thing (material goods)
hand, arm
Illness
moon
paper
wall
baeya-
beyie ja-
wander around
snan kor-
can cor-
bathe
Poy
poye ja-
fall
bhaq-
break
daya-
stand, wait
ghuma-
(ghumie-PAP)
sleep
poucha
arrive
red
blue
yellow
green
violet
opor
on, over
karon
because
osukh kor
get sick (with genitive)
tar osukh korlo
she/he got sick
bhalo kore
well
bhalo kore
sekho
learn (it) well
o
ERIC
Lesson 10 t Part 1> Oonversation
Analysis and Translation
proper name (m«)
"a little"
"before, ago"
"a little while ago"
A» MontUt I called you on A»
the Phone a little ""
while ago »
A* Where were you ? a*
noun stem, "food"; see
Grrammar, 3*
PAP "eating, having
eaten"
"a little."
high stem of verb /so-/>
"lie down"
PAP "lying down, having
lain down"
to be (in a condition of)
lying down
B* After I had eaten » I was B*
lying down for a while » "*
Bengali
mon-fu ^ ^
ek-fu
age v5nT5T
ek-fu age QTIT^T
montu * tomake ektu age * ph one
daklam "
^ , 'CoTRTO' CnT5T WTPT
OT<M1V| I
tumi ' kothae chile "
wnrm 1wf ?
khabar ^r<IT*d
khee "mn
ek-fu »iR^
su- *1;^-
sue »f;rcn
sue ach- »CTn
ami khabar khee ' ektu sue chilam
"suddenly"
arrftr ^rrarg tmi i
ho that -5251^
PAP, "sleeping, having
slept"
high stem of verb /po^/ ,
"fall"
"fall asleep"
B* But suddenly I fell
" asleep*
ghumie
poy-
ghumie po^"
kintu hothat * ghumie porlam
-sStts i
noun stem, "matter" bgepar ^TT^TT?I
Note that the tense is understood by the context of the
conversation*
A* What was the matter? A*
noun stem, "body"
idiom, "be feeling badly"
(with 3rd person verb)
For /naki/ , see Grammar,
2 *
A* Were vou feeling badly ? A*
demonstrative, "that"
B* No* it wasn’t exactly B
" that *
"but"
adjective, "whole,
entire"
"the whole day"
adjective, "tired"
For the use of the verb /ach
ki beepar "
<i r r ^rRJ ?
sorir
sorir kharap ho- =?TT?rpr "5—
tomar sorir * kharap holo naki "
•C v5 TMT?r =5rr?rFf "5^^ ?
ta ^
na * thik ta noe "
srr , OT ’n I
tobe
Sara 5rr?TT
Sara din 5rT?IT 1 'i*H
klanto
'/, see Grammar, 4*
B* But all day long I*ve
been very tiret^ .
tf>be fljTii an ' Sara din ' khub klanto
achi ** !
^ isrrfti sr'Tsi ?rr?rr t«=R crrfs i
noun stem, "rest"
compound verb, "rest"
A* In that case, rest today * A
proper name (f. )
A* I'll come again tomorrow A*
after seeing flita . "
"again, this time"
"what happened"
"what happened to Gita"
2* jnSiat happened to Gita. B.
this time? ^ "■
noun stem, "ice"
PAP, "falling, having
fallen"
compound verb, "fall"
PAP of compound, "falling,
having fallen"
noun stem, "hand, arm"
PAP of verb, /bhaq-/»
"break"
to be (in a condition of)
sitting
bissram
bissram kor- V|
bissram ne- P 7 -*
ta hole ' a.i bissram wan "
, cmsi fggrrvj tt© i
gita 5 f|^ 5 r
ami gitake dekhe ' kal abar asbo "
5jt^TT^ iTOf (5rRT?r <a ' TO<n i
abar CTRlI-d
ki holo liWy
gitar ki holo ‘ 5 C«Tr
gitar ' abar ki hol o "
CTRTil •5C5TT ?
boroph
poye
poye 3 a- ?JT-
poye gie f 5 n[iF
hat
bheqe
bole ach-*- ?TPT iSTT^
216
A. She fell on the ice and A*
” broke her arm< and she
is laid up»
se » boropher opor pore gie » hat
bhene * bose ache "
ornrs i
8.
9.
idiom, "is that so?", an
expression of concern
tai naki vj»f5
B. Is that so? In that case, B.
" I»ll go with you to see
her and come back*
tai naki " ta hole » ami tomar songe_
gie * take dekhe asbo "
T5Tcn i
"decide"
•^hik kor-
conjunctive, "that"
je
A. But I decided that I '11
“ see her in the evening*
A. kintu » ami thik korlum .ie » ami
" take » sondhebffila ' dekhe asbo "
(Srrfsi 'TTf^ \3TT<?
>ic^<F Tr i
"then, at that time"
PAP, "picking up, having
picked up"
compound verb, "pick up a
and tedce"
tokhon
tule
tule ne- OocW
A. Shall I call you then
“ and pick you up ?
10* noun stem, "car, cart"
B. Will you take your car ? B*
11. A. YeSf 1*11 take mv car * A.
A. tr>khQu » ami tomake dek e * tule
nebo ki "
srrf^ x^3T5ttx^ xox<i* o«t‘i
?
gayi 5TTT^
tumi » tomar garita ' ni e .iabe ki "
^5^ (.oWR i ?
hffi " ami * amar garita * nie .jabo "
■5x1^ t crrf^ 01 1 viT^ ‘Juvijl iTr Thw ^ttx^ i
217
12* Good* when you are B*
golyg will you call and "
plo]c me UP ?
13« A* Yes* Shall I piok you A.
UP at seven o*oloofc? ""
14* adjective, "ready,
prepared"
"be (remain) ready"
(a.)
B* All right* I shall be B*
" ready at seven o'clock * "
(b.)
B* What time will you oome B*
back home? *"
15» nine
A* I I 11 come home at nine A*
"" o^olookr
16* verb stem, "reach,
arrive at"
PAP of stem /poucha-/»
see Granunar, 1*
compound verb, "cause
to reach"
For this use of /de-/
bel " ta hole * 4omoe * amake
deke * iuie n'ebe ki "
I?r»T I OT ^TRTRr CTHTIT^
PTW ?
h£ " tomake dattar domoe ' tule nebo
g-n
i5Tt , TOT cnwr
?
toiri Iv3d1
toiri thak- STT^
bel " ami * dattar somoe * toiri
thakbo
■c^*T I crri^ jrrv5GT?r trh 2rr<*7:<T i
tumi * kotar lomoe * bari phire asbe
ftre?! \iTTTO5j ?
no, noe ^ ^
ami * notar lomoe * bari phire asbo "
srrftr 7m troi crnroT i
poucho-, poucha- , 1^1 tif—
pouche de- c.^1 r^—
see Grammar, 5»
B* When you come back will
you leave me at my
house?
B* pherbar lomoe * tumi amake * barite
" pouche debe ki "
o
218
17* Yes> I shall * A*
18. PAP of verb /ken-/»
"buying, having bought"
compound verb, "buy and
bring"
imperative form of stem
/an-/
B*. Look, when you oome. B.
bring some flowers .
19* A* Por whom? A.
20. Por this use of the future.
h& ' dobo "
Tth, imrr I
kine
kine an- STPT-
eno
d^ho ' asbar somoe ' kiohu nhul '
kine eno ”
, CTPOT?! TOI dTTT I
kar .ionne "
^ \src^ ?
3e Lesson 2.
B. I want to bring Gita B. ami gitar .ionne ' nhulgulo ' nie
flowers . iabo "
iSTTfsT 5fj-^r?r vsrc^ froi
^rnr<T i ;
A. accha " ta hole * asbar soninp « ami
kiohu nhul * kine anbo "
I -515^ i5FPWT< isnitr
^ Cf'RWT I
22. "afterwards, later" pore -^rc?r
21. A. All right. Then when
I come. I shall bring
some flowers.
2* good. Then I»ll see you B. bes " ta hole ' pr>re d^kha hnhP »»
ls]t6r»
I OT i
23* A. OK* See you later . A* accha " daekha korbo "
, iw i
o
219
lesson 10 « part 2» Grammar *
1* The stem /poCloha-/ has alternative forms in the PAP» namely /pouohe/
(as in sentence 16) and /podohie/*
2* The particle /naki/*
A Bengali speaker will use the particle /naki/ to express surprise or
consternation at the unexpectedness of an action that is taking place,
has taken place, or will take place. There is a contrast with the simple
interrogative particle /ki/ :
tumi jacoho ki* Are you going?
tumi jaocho naki" Are you going? (i.e. , I am surprised
or disturbed that you are going.)
Note also the difference in intonation.
5. The form /khabar/*
The verbal noun of the stem /kha-/, "eat", is fonned with the suffix
/-ba/; as in sentence 2, however, there is another form /khabar/, a noun
meaning "food".
4. The form /achi/, sentence 4.
In Bengali, the expression of actions or conditions originated in the
past but continuing in the present necessitates a present form of the
verb, even though a translation in the English present tense might not
make sense. Bo it is in sentence 4. In this case, tiredness is a con-
dition which originated at an earlier time, but which is still existent.
A fragment question a foreigner in Bengal will hear is:
apni'koto din achen" How long have you been here?
5. The use of /de-/, sentence 16.
The use of /de-/ as an "auxilliary" in Bengali is very complex. First of
all, as in this lesson, there is the sense of giving assistance to someone
in doing something. Thus, using sentence 16 as an example,
tumi'bayite podchobe ki" Will you reach the house?
tumi amake'bayite pouohe Will you help me reach my house? or
debe ki" Will you get me to my house?
Another example:
aml'e-lfa korho" I shall do it*
ami^e’ifa kore debo" I shall do it (for him* you* etc*)*
There are other usages* which we shall deal with later on*
6* The nominative form of the word "someone* anyone" is /keu/; the stem
is /kau-/ before the objective suffix -ke* Thus:
kauke'die asbo" I shall come and give (it) to anyone*
6*1* The negative of this formation is /kauke *** na/:
kauke'die albo na" I shall not come and give (it) to
anyone* or
I shall come and give it to no one*
7* The use of the morphemes /6omoe/* /-khon/* and /-bar/, indicating
time*
7*1* /onek somoe/ — many times* much time continuously spent
/ek'fu Somoe/ — a little time* continuously spent
7»2* /onek-bar/ — many times, separated by intervals
/koek-bar/ — a few times* separated by intervals
7»3» /onekkhon/ — quite a while* quite some time (in terms of hours)
/ek-fukkhon/ — a little while (in terms of hours)
221
8* £*orm possible Bengali sentences:
Clause I
Clause II
Subj*
Obj*/VM
Verb^
Obj./VM
Verb 2
ami
khabar
khee
tomake
^ak-
tuml
take
dekhe
e*|fa
pher-
tomra
sekhane
poye
bol-fa
phlre ja-
tara
tomar
gle
phlre as-
Soqge
ele
dekh-
e-jfa
nle
dekhe al-
tomake
(^eke
dekhe ja-
ne-
nle al-
nle ja-
Verb«
tol-
tule ne-
de-
poucho-, poucha
dle as-
pouche de-
dle ja-
ken-
klne an-
klne de-
klne nle as-
Lesson 10 » part 3» Patterns .
!• Pattern: sentence !•
a« I sent you a letter a while ago« Did you receive It?
b» I sent Robl some books a while ago* Did he receive them?
c* I called Robl on the phone a while ago* Where was he?
d* I saw him on the street a while ago* Where were you?
e* I saw them In the library last night* Where were you?
2* Pattern; sentence 2*
a* After I read lt> I gave It to Das*
b* After he got them, he put them on a table*
c* After he had eaten, he lay down for a while*
d* After I had studied, I lay down for a while*
e* After I had finished my work, I lay down for a while*
i
i
222
a« After that, I didn't see it. (use simple past)
b. After that, I didn't see them, (use simple past)
0. After that, he fell asleep.
d. But for a long time, I didn't fall asleep, (use simple past)
e. And suddenly I fell asleep.
5«
Pattern: sentence 3 (use simple past).
a.
What
was
the
matter?
b.
What
was
the
matfer?
c.
What
was
the
matter?
d.
What
was
the
matter?
e.
What
was
the
matter?
Didn't you show it to Grita?
Did you fall asleep?
Was he very tired?
Weren't you well?
Are you well?
Pattern: sentence 4.
a. No. She was very tired all day. She fell asleep.
b. Yes. All day long I was very tired. So I fell asleep.
c. Yes. All week long he's been very tired. He fell asleep.
d. Yes, but I was very tired. Sleeping was not possible.
e. Yes, but I'm a little tired. So suddenly I fell asleep.
5. Pattern: sentence 5» Lesson 9»
a. Then tell her that it's necessary that she rest today.
b. Then it's necessary that you rest today.
c. Then it's necessary that he rest today.
d. Then it's necessary that you rest this week.
e. Then it's necessary that you rest now.
a. I'll come back after seeing Ram.
b. Come back after resting.
c. Will he come back tomorrow, after resting?
d. Come back next week, after resting.
e. Rest now and come back tomorrow.
6. Pattern: sentence 6.
a. What happened to Ram?
b. li/hat happened to Ram yesterday?
c. Yes. What will happen to him tomorrow?
d. What will happen next week?
e. All right. What will happen tomorrow?
223
?• Pattern; sentence ?•
a* He fell from a tree and broke his arm*
b* He fell from a tree and broke his leg*
0 * He will go to the library and study*
d* You will come to my house and study*
e* You will come to my house and eat*
8* Pattern; sentence 8 (use verbal noun where possible)*
a* Is that so? In that case, I will go with you to see him and
come back*
b*
Is that
so?
In
that
case ,
c*
Is that so?
tomorrow*
In
that
case.
d*
Is that
week*
so?
In
that
case.
e*
Is that
so?
In
that
case.
9» Pattern; sentence 9*
I will go with you to see him now*
it will be difficult to see him
it will be difficult to rest this
it will be necessary to work now*
a* I decided that I'll see him tomorrow morning*
b* I decided that I'll see him afterwards*
0 * I decided that it's necessary for us to see him now*
d* I decided that it's necessary for you to rest this week*
e* I decided that it's necessary for you to rest now*
a* Shall I call you tomorrow morning and pick you up?
b* Shall I call you and take you there?
0 * Shall I call him now and take you there?
d* Shall I call you next week and pick you up?
6* Shall I call you tomorrow and bring you here?
10* Pattern; sentence 10.
a* Will you take your car tomorrow?
b* Will it be possible to take your car afterwards?
0 * Will it be difficult for you to take your car now?
d* Will it be possible for you to take your car next week?
e* Will it be possible for you to take your car tomorrow?
11* Pattern; sentence 12*
a* Yes* When I am going, I shall call you and pick you up*
b* Yes* \ihen 1 reach home, I shall call you and pick you up*
22k
c. No. When I reach home, I shall take my car and pick you up.
d. Yes. \inien I call you, I shall come and pick you up.
e. Yes. liflien you call me, I shall come and pick you up.
12. Pattern; sentence I 3 .
a. Will you pick me up at eight?
b. What time will you pick me up?
c. What time will you call me and pick me up?
d. What time will you come and pick me up?
e. Will you pick me up at nine sharp (i.e. , '* exactly nine**)?
13» Pattern; sentence 14 (a).
a. Will you be ready at eight?
b. li/hat time will you be ready?
c. Will you be ready at nine?
d. Will you be ready at ten?
e. Will you be ready before nine?
14. Pattern; sentence 14 (b).
a. Yes. Will it be possible to come home at ten sharp?
b. At six. Will you come home before nine?
c. Yes. It will be difficult to be ready before nine.
d. Yes. It will be impossible to be ready before ten.
e. Yes. It will be possible to be ready at eight.
15* Pattem; sentence 13.
a. Yes. We shall come back at ten.
b. Yes. We shall come back before nine.
All right. We shall come back home before ten.
d. All right. V/e shall come back home before eleven.
-A-ll right. We shall come back at nine.
Pattem; sentence 16.
a. When we come back, I shall leave you at your house.
b. On the way back we shall leave Ram at his house.
c» On the way back I shall leave you at Ram*s house.
d. After coming back, I shall leave Ram at your house.
e. After leaving you, I shall leave Ram at his house.
223
16« Pattern; sentence 18«
a» When you come* will you bring some flowers?
b» When we go* shall we take some sweets?
c» When I go to Ram's house* shall I take some flowers?
d» When Ram comes* will he bring* some new books?
e» When you go* will you take some things for Ram?
Pattern; sentence 20.
a» I want to bring Gita some flowers,
b. I want to bring her some sweets.
0 . I want to bring him some flowers.
d. He wants to bring me new books.
e. I want to give Ram some new things.
17« Pattem; sentence 21.
a. All right. When I come* I shall bring some flowers from the
store.
b. All right. When I come* I shall bring some sweets for you.
0 . All right. When we go* we shall take him some flowers.
d. Yes. When he comes* he will bring you some new books from the
store.
e. Yes. Mhen I go* I shall take the new things for him.
lesson 10* part 4. Prills .
Drill 1
— Did you call me on the phone a while ago? I fell asleep.
— But what's the matter? Don't you feel well* or do you always sleep
in the middle of the day?
— I don't exactly know. I've been feeling tired all week long. But let
that go. What time is it?
— Almost half-past four. Are you going to class today?
— Yes. Look* will you do me a favor? When you are ready* will you pick
me up? It's impossible for me to walk.
— Of course. I'll bring my car and pick you up in (i.e. * "within" — use
either /bhetore/ or the locative case) half an hour.
— There is one other matter. Will you buy the new books at the store and
bring them to me when you come?
— That won't be possible for me. I won't go to the store today.
* "buy and bring"
o
It doesn't matter. Will it be possible for you to leave me back here
before half-past seven?
— Why? What will happen at half-past seven?
Robi is coming. It is necessary for me to buy and cook the food before
half-past eight.
— All right. I shall drop you back here by (i.e. , "within") half-past
seven.
Drill 2
— Will you come to the museum with me today? 1*11 go at about three-
thirty.
— Yes, 1*11 certainly come. There’s a Jamini Roy exhibition (i.e., "an
exhibition of Jamini Roy's work"), isn't there?
— Yes. Ila likes his work very much. I told her that I would take her.
— Good. Will you take your car?
— Yes. I'll call you before I pick you up.
— Do you know Jamini Roy?
— Yes. I go to his house often. He is a wonderful man and a wonderful
painter.
— People say that he is a truly Bengali painter. Is that so?
— I think so. Other painters copy European work or the work of the
Mogul school. Jamini Roy copies no one.
— I hear that he paints in the manner of Bengali folk artists. Is that
true?
— That's not exactly true. His colors and his fonns are like Bengali
folk art. But he is not a folk artist.
— How would you describe him, then?
— It is impossible to describe him. That is why he is a great artist.
Lesson 10, part 3. Vocabulary
khabar
noun)
silpi
silpo, kola
aka (verbal
mogol
ci-Jphi
pa
loko-silpi
dhoron
food
art
painting
painter, artist
folk artist
form (as in
painting)
Mogul
letter
leg, foot
iuropio
bharotio
comotkar
asol
niscoi
moto, moton
agami
sotti
European (adj.)
Indian (adj.)
wonderful
true , genuine
true
certainly
like, similar
next, approaching
227
rakh-
ak-
bornona kor-
nokol kor-
ranna kor-
kotha bol-
dsekha-
keep> put>
paint
describe
copy-
cook
converse
show
place
majhe» moddhe
saye
saye car-fe
saye car-Ja
adh
adh ghon-^a
in the middle
half -past
half-past four
half
half an hour
Idioms:
sekebare
ko-fa baje
tai na
tai naki
jak
ta jete
ta chayo
ar sek-fa
tate khoti nei
at all
what time is it?
isn't that so?
is that so?
let it go
one more » another
there's no harm in that* that doesn't matter
Lesson 11 » part 1* Oonversation
Analysis and translation Bengali
1* "noun* "crowd"
"crowd of people"
A» (Ehere is a crowd of A»
" people over there * "
2* high stem of verb
"be* become"
continuative suffix for
vowel stems; see Grammar* 2»
3rd person present
verbal ending
"it is becoming"
B. What is happening? B*
3« "perhaps"
noun* "game"
A» I don’t know* Perhaps A»
"" there is some game
going on »
bhiy
loker bhiy T,«i 1 (,<«1 oTvi?
okhane * loker bhir "
-c^fTw ^ i
ho- 15“
-cch-
-e -r
hoc Che
ki hocche "
*5^^ ?
bodhoe
khsela P2I«Tr
ami -iani na " bodhne * kono khsela *
hocche "
srrfn srrf^ ’tt i xsiTtt 'si WRa tspit
^ I
!• mil you go over and
what Is happening ?
idiom, ” think*'
"mutual striking";
see Grammar, ?•
verb, "fight" (i*e*,
physical combat)
high stem of verb
"do, make"
oontinuative suffix for
consonant stems
3rd person present
verbal ending
"(they) are fighting"
A* 1 think that people are
fighting ,
!• tuml ki * gle dekhbe » m hooohe "
tmi TSJT^ ?
mone ho- "5-
maramari qr?irvj1 fd
maramari kor- q T ?ri \i r rd ^F?h*
kor-
— oh— — 5—
-e --T
(tara) maramari korohe
(OT?w) ^r?T N r T< i ^?ir5
A, amar mone hooohe ,1e * lokera '
maramari korohe" "^
^ TO TOTTVMr qT?rr vn ‘fa
^?ITO I ^
loan word, "riot"
"beginning"
compound verb, "be
begun"
rao-f ?n?l6’
4uru
luru ho- »I^ -5-
B, Do you think a riot ia
beginning ?
B. tomar ki mone hooohe .ie « rnkta
raot ' Suru hooohe "
STPT TO ?mJl5
verb stem, "flee" pala- ^rPTr—
Notes ior this use of the future, see Grammar, 5*
A, No, if that were so,
people would be fleeinfif .
A, na " ta hole * lokera nalabe «
noun, "crowd"
verb, "form a crowd".
TT , OT i?TO TOTTO?rr ^TOTTO I
bhiy sfh?
bhiy kor-
2^0
They wouldn't form a
orowd»
8« !• Then who are fighting?
S. noun, "fight" (either
physical or verbal
conflict)
verb, "fight"
A* I think that little
” boys are fighting *
present imperative , "move" ;
idiomatic, "let's go"
1st person present impera-
tive, "let's see"
A. Come on> let's go see .
10* noun, "snake"
noun, "game"
"snake charmer's
performance"
B® No« I think that there's
"* a snake charmer's perf^ '
manoe going on ®
A® bhir * korbe na "
^ ’TT I
B® ta hole * kara * maramari korohe "
OT Tm ^T?rr vn^rmrftr ?
loyai
loyai kor-
A® amar mone hae .ie * oho to ohelera '
^ lorai korohe "
< 5rm r ?i vi wre
^?rc5 I
Colo oW I
dekhi
A® Polo dekhi "
TOTT , I
lap Trrn
khsBia wrr
lap khaela Tr2l«TT
B® na " amar mone hoe .ie ' lap khasla
"" hocohe "
9
TT , crnrr?i w to ttpt iwr
noun, "fear" bhoe SH
verb, "be afraid of, fear" bhoe kor- SH
B® I am afraid of snakes® B® ami lapke ' bhoe kori "
sni^ jrmTO w i
251
!!• ''both" dujon
i*or the /-e/ suffix* see Graininar* 6*
All right t oome on *
let I s both go see
what * s happening *
12* B* No» I won’t go* You go *
13* A* \flgy won't you go?
14« high stem of verb* ''see"
present continuative suf-
fix for consonant stems
1st person present
verbal ending
noun* "bull"
B* I can see now that bulls
^ are fighting (i*e*> that
a bull-fight is happening)*
A* accha cplo du.ione gie dekhi *
^ ki hooohe "
iy n g r ,
B. na ” ami .iabo na " tumi .iao "
m , crrftj qror tt j i
A* kaeno .iabe na "
^ ?
dekh- TO-
-ch-
-i -t
lav
B* ami sskhon dekhchi .ie ' sarer lorai
^ hocch e "
irttvjxi xx^\
B* People are running away *
B* lokera palacche "
15* A* In that caset move * A* ta hole ' colo " amra*o palai "
Let’s run too * ^
, rorr I isnwo nwr^ i
Lesson 11* part 2* Grammar *
Note that from this lesson on* there will be no mutation drills given on
the tapes* The reason for this is that by this time the student has at
his command a variety of correct ways to express a thought; the usage of
one or another form is a matter of style* All of these alternatives
cannot be given on the tape* It is expected* however* that the instructor
ERIC,
232
will continue the mutation drills In class » where allowance can be made
for the student’s style*
1* (Che use of the present contlnuatlve» as In sentences 1 ff*
1*1* 2?he primary use of the present oontlnuatlve (sometimes termed
present Imperfect) Is Indication of an action that Is taking place at
the time of speaking* that an action begun In the past Is not completed*
Bengali often uses this emphasis on continuity where English* for example*
Is content with a simple present* A freq.uent Bengali phrasing Is;
ami bujohl" I understand (l*e** I am understanding)
what you are saying*
1*2* Further* Bengali frequently uses the present oontlnuatlve If the
action Is going on In the present* even If that action was originated
In the distant past;
hajar bochor dhore’saotalera * ekhane bas korche*'
Santals have been living (l*e** "are living") here for 1000 years*
1*3* A less frequent but still common usage of the present oontlnuatlve
Is expression of action that Is to take place In the Immediate future*
An exchange might be:
ekhane eso ' Come hereJ
accha"aml aSchl" All right* I am coming*
2* (Che foraatlon of the present oontlnuatlve;
2*1* (Che present oontlnuatlve of consonant-final verb stems Is formed
by the high stem (except for /a/ stems) of the verb plus the suffix
/-ch-/* plus the present tense personal endings* Thus;
ami sun-ch-1
tiunl iun-ch-o
tul iun-ch-ls
apnl sun-ch-en
se 6un-ch-e
tlnl sun-ch-en
ami khel-ch-1* etc*
ami kor-ch-1* etc*
I
o
ERIC
Son
khsel-
kor-
"hear"
"play"
••do "
]
233
2.2. consonant ate.a with the /a/-vowel retain their low ate«s. thus:
jan- "imow" ami jan-oh-i. etc
...x, T fHnoi follow the same pattern: /a/-stems retain
2.5. Stems with ^ high-stems. However, all stems of
their low stem form, others take their h g
OV-shape double the /oh/ affix, thus: /-ooh-/.
de-
"give”
ami
di“00h-i*
etc*
kha-
•'eat"
ami
kha-ooh-i
* etc
ho-
"be*
become"
ami
ho-och-i *
etc*
2.3.1. Stems of OW-shape do not double the /oh/ affix.
ga-/gai- "aing" ami gai-oh-i. etc
5. Review of formation and use of the verbal noun.
3.1. Verbal nouns of th^tr^! Verbal nouns of
;iirtrv:r(rarrformed by addition of the suffixes /-oa/ or /-ba/ to
the low stem of the verb* thus:
deoa or deba-
paoa or paba-
hooa hob a-
. / / ov. / ofl/ are usual when the noun is in the
5.2. The suffixes /-a/ or / oa/ a ...ffix /-ba-/ occurs only
3.3. constructions with the verbal noun are very common in Bengali. Vor
example :
Playing is going on.
of him coming was not
(He did not come*.)
Genitive: — ' — “
de-
pa-
ho
Nominative: khsela hocche”
tar asa’holo na"
tar aibar / asar
a nmn P • TllPisIli llOlO
Objective: baqlae pan korake' In Bengali f "drinking water" is
(rare) jol khaoa bole" called "jol khaoa"*
Locative: e kotha bolate' amra On being told this, we -went away.
cole gelum"
4* Ihe form /maramari/ (sentences 5 ff»):
4.1. 'fhis type of reduplicated formation is frequent in Bengali, and in
fact in many modern languages of India. The significance is often mutual
action of some type. Por example:
kayaikayi mutual snatching
la^hala-yhi mutual fighting with sticks
gutoguti mutual pushing aside with elbows
4.2. The first vowel of the reduplicated portion of the expression
(except where /a/), is the high vowel, due to the presence of the final
high vowel -i.
5. Uses of the future tense, as in sentence ?•
5.1. It is not infrequent in Bengali to use the simple future to express
the English conditional, as here. Another example might be:
tumi sekhane 'k 0 gno jabe" Why should you go there?
5.2. In sentence 7, the conditional aspect of the sentence is stated in
the first clause, "if that were so".
6. Use of the locative, as in sentence 11.
6.1. The locative case form is frequently used in nominative constructions
to indicate mutual action or reciprocity.
7 . Note that sentences 9 and 14 suggest the transitive-intransitive
equivalence which we have seen before. Note the distinction betv/een:
say'loyai korche" bulls are fighting
and
sayer'loyai hocche" bulls are fighting (i.e. , a fight of
bulls is happening)
o
ERIC
255
or between
ohelera* loyai korohe*'
and
cheleder* loyal hooohe*'
boys are fighting
boys are fighting (lit., a fight of
boys is happening
7*1. The contrast is clearest in oases in which there is no case
inflection* For example:
o'ta’^uru hocohe It is beginning* (intransitive)
and
O’Jia'iuru korche" He is beginning it* (transitive)
lesson 11» part 3* Patterns *
Note: from this lesson on» only the first two patterns will be heard on
the tape*
1* Pattern: sentences 1, 2» Grrammar, 6*
a* What is happening in that crowd of people?
b* What are those people doing?
c* What is he doing in that crowd of people?
d. Are you listening to the story?
e* Are you looking at the crowd of people?
2* Pattern: sentence 3» Grrammar, 6*
a* Perhaps there is a riot going on*
b* Perhaps a riot is beginning*
c* Perhaps he is starting a riot*
d* No, I am looking at this book*
e* No, I am listening to his reading of poetry*
3* Pattern: sentence 4*
a* Shall we go and see what is happening?
b* Shall we go and see what they are doing?
c* Shall we go and listen to what he is saying? .
d* Shall we go and listen to his reading?
e* Shall we go and see what the crowd is doing?
o
236
4* Pattern: sentence 5»
a» No* I think that they are fighting*
h* No* I think that they are only shouting*
0 * No* I think that he is saying nothing*
d* No* I think that I shall sit here and read*
e* No* I think that I shall remain here and listen*
Pattern: sentence 6*
a* Do you think that some trouble is beginning?
b* Do you think that a fight is starting?
0 * Do you think that he is starting a riot?
d* What are you reading now?
e* What poem is he reading now?
6* Pattern: sentence 7*
a* No* If that were so, everyone would be running away*
b* No* If that were so, people would not be staying there*
0 * No* If that were so, everyone would be shouting*
d* I am reading a new novel by Buddhadev ( [buddhodeb] )*
e* He is reading some poems by Jibananda Das ( Cjibanondo das])*
7* Pattern: sentence 8*
a* Then what do you think is going on?
b* Then do you think that people are fighting?
0 * Then why do you think the crowd is forming?
d* Is Buddhadev writing another novel now?
e* Which poems of Jibananda is he reading?
a* I think that some boys are fighting*
b* Yes, perhaps people are fighting*
0 * I think that boys are fighting; that is why the crowd is forming*
d* Yes* I think that he is writing a new novel*
e* I don't know* I am not hearing it very well*
Pattern: sentence 10*
a* Let's go see* Perhaps a snake-charmer's performance is going
on*
9 -
237
b. Let's go see* Perhaps there is a football game going on*
0* Let's go see* Perhaps he is beginning a snake-performance*
d* I see* How is that novel striking you? (use /lag-/*)
e* Why? Are the people shouting too loudly?
10* Pattern; sentence 10*
a* I'm not going* I'm afraid of snakes*
b* I'm not going* I don't like football*
c* I'm not going* I don't like snake-performances*
d* I like it very much* He writes well*
e* Yes* Also he is reading very softly (/cup kore/)*
11* Pattern; sentence 11*
a* Come on; let's both go and see the snake-performance*
b* Come on; let's both go and watch the football game*
c* Come on; let's both go and see the snake*
d* Yes* He writes simple but very strong Bengali*
e* Yes* It's difficult to hear* Let's go sit near him*
12* Pattern; sentence 14*
a* No* Now I see that some boys are fighting*
b* No* Now I see that a snake and a mongoose are fighting**
c* No* Now I see that the snake-performance is ending*
d* Yes* He is becoming very famous*
e* Yes> let's go* Let's sit in front of him and listen*
13* Pattern; sentence 14*
a* Yes* And people are becoming tired of it*
b* Yes, and little boys are fleeing*
c* Yes, and people are going home*
d* These days he is writing only in colloquial Bengali ( Ccolit
bhasaJ), is he not?
e* Yes* But now he is finishing his reading*
14* Pattern; sentence 15»
a* In that case, let's not go*
* either /sap-neuler loyai/ or /saper ar neuler loyai/*
o
ERIC
238
b* In that case» let’s go and see*
c* In that casey let’s go home too*
d* Yes. He is certainly not writing literary Bengali ( Csadhu
bhasaJ)*
e* Yes* It is being finished* Let’s go home*
Lesson 11, part 4* Sentence Brill *
Drill 1
— "VHiat are those people doing over there?
— I don’t know* Let’s go see*
— No, there is a lot of elbowing going on in that crowd*
— All right, then, get up on that wall and look*
— I can see now (i*e*, I am seeing now)*
— What is going on?
— A snake and a mongoose are fighting*
— Who is winning?
— The mongoose always wins*
— Come on, let’s look**
No, I am afraid of snakes* Before I came to Calcutta a snake bit me*
— There is a magician there too* He is doing tricks*
— What kind of tricks is he doing?
■"■"He is walking bare-’foot (i*e* , in bare feet) on a fire*
— \fhy is he doing that?
— Because people are giving him money*
It’s finishing now* The people are coming away (i*e*, returning back)*
■"■"■^•11 right, then, let’s go home* I am getting hungry*
2 When in doubt, use present continuative*
• — How are you getting on?
— Pine*
— Are you studying Bengali?
—Yes, I am studying the language and the literature*
— How do you like it?
like it very much* But it is becoming more difficult*
— Are you studying tonight?
No, I don’t think that I will study tonight* It is getting very hot*
* an idiomatic possibility is /d^kha jak/*
239
-Good* Then come to the movies with me*
-All right* \inien are you going?
-Right now* Come on*
-All right, I'll get (i*e*, take) my coat, and be right back*
Lesson 11, part 3* Vocabulary i
jadukor
magician
jet-
win, conquer
jadu
trick
kamya
bite
pa
foot
citkar kor-
shout
agun
fire
sahitto
literature
bikkhseto
famous
sinema
cinema
joralo
strong
golmal
trouble, hubbub
aste
slowly, softly
arc
more, even more
khali
empty, bare
jore
loud, loudly
cup kore
quietly, softly
Idioms:
ksemon colche
kono rokome colche
gorom poyche
■faka poesa
khide pa-
how is it going (with you), how are you
getting on?
so-so, somehow or other it's going
it is getting hot - lit* "heat is falling"
money - lit* "rupees and lesser coins"
to get hungry
L
o
ERIC
Lesson 12 % part 1* Oonversation *
Analysis and translation
1. verb, stem, "go"
continuative suffix
with vowel stems
2nd person present
ending
”(you) are going"
A# Where are you going ?
2* proper name (Muslim)
B* I am going to Rahim's
house *
3* A* What is happening there ?
4* noun, "birth"
noun, "day"
compound noun, "birthday
noun, "celebration"
"birthday celebration"
Bengali
ja- qr-
-cch-
-0 -TT T
jaccho JJrcigl
A. tumi * kothae .iacchd "
rahim
B* ami * rohimer barite * jacchi
isniTr
A* sekhane * ki hocche "
jonmo
din
jonmo din
utsob
jonmodine utsob 0^7)^
o
ERIC
S* Bajjiif'o »on'8 birthday £.
oelf^ration is going
on »
5* ’’who”
pluralizing reduplica-
tion, "who (all)"
A* Who (aJLl) are coming A*
there ? ^
6* B. I don*t ^ow exactly . B.
But aren * t you coming ? "
7* A* Yest I*m also going * A*
8* noun, "present"
B* Are you taking anv B*
present for him? *"
2l4
rohiroer oheler * .Innmodine utloh *
hooohe "
?rf!TTOi '50^1
ke
ke ke
lekhane * ke ke a§ohe "
■C7WTPT Vf 0I1-HT.5 ?
ai oi * thik .iani na " tohe * tumi ki
asoho na "
isrrfti -fjRf 5TT I ^ ams T
TT ?
hffi " ami*o .iaoohi "
■5Tt , crrftTQ
upohar ®^r5T?T
tumi ki * tar .ionne * kono upohar *
niooho
v^Srftl t<? ^ -C^FR 0nTTr?I f^TOfT ?
Notes this formation, using /ache/, indicates that the present
was bought some time ago, that it has been in existence for some
time*
B* I have a present for
"" him*
9* "now"
emphatic suffix
"even now, up until
now"
negative past tense parti-
cle; see Grammar, 2*
B* tar .1cnne * amar adcta upohar * ache "
^ WPTT 5rmr?r isnr^ i
a^hon
-o -X T
8*hono KSPfVXT
ni
o
ERIC
A. Ai of now I have bought
^ present for him*
A* But before going* I am
going to buy a preset *
10« B« What present are you
~ taking ?
11 • noun» '•story*'
A« I am taking a storv- A«
book.
A* iffil ' tar jonne ' e^ono ' kono
unohar klnl ni "
^ larTT aHx?rr t?Fm (sntni
A* tobe .iabat age ' adcta unohar *
kinohl "
^ qT^TRI iSTIT^T viKFST ®W?T
B. ki unohar nlooho "
3rrer?i f=TCijfr ?
golpo 51^
edcta golper bol ' nloohl "
5nrg^ i
12. /je ••• tar •••/» see Grrammar, 3«
/-khana/, qualifying suffix; see Review II, 3*2.
B. What is the name of the
book which you are
bringing ?
13« A. The book's name is
Bese-bidese.
14. Present completive tense,
"you have read", see
Grrammar, 1.
B. Have you read the book?
B. .ie boikhana niocho ' tar nam ki
?I^2rPTT - f^f Cl gr TTCI ?
A. boitar nam ' dese~bidese "
?rtSTa TTCF TPTT?T^1<3T:M(.*1 I
poyecho ^
B. tumi ki ' boikhana porecho "
v5^ f<p ^^?TPTr ?
15.
negative particle, indi-
cating past time; see
Grrammar, 2.
ni
A« HOf I haven’t read it *
2k}
A« na * poyi ni "
TT , ^ I
present completive tense, S\ineohl "ISPrfS
"I have heard"; see
Grrammar, 1.
A* But I have heard that A« tobe * §uueohi .ie * boita khub hhalo "
the book is very good s "
ejR iji ^ ^ I
16* present completive tense,
"he has said"; see G-rammar,
1 .
B« \flio has said (so) ?
17 • A* My brother has said (so)
A« He has read the book-
18* / ja • • • ta • • •/ , see
" true "
B. V/hat he said is true*
19* A* What present are you
taking ?
20* noun, "bird"
B* I am going to take a
" bird*
boleohe <1(.<1C^
B* ke boleohe "
A* amar bhai * boleohe "
crwra mt i
A* se * boita poreche "
I
Grammar, 3*
sotti
B* .ia se boleohe * ta sotti "
JTT err \
A* tumi * upohar niccho "
pakhi ^rrsfl*
B* ami askta pakhi * nie .iacchi
eni^ fror i
er|c
noun* "color”
roQ
2I1I1.
21 .
What color is the bird A. ie pakhita * tmni niccho » tar ron
"" which you are taking ? M. '*
TO »rp«tST ■f.irflET OT3 ?
22» "green" (see Srammar* 4»)
noun* "parrot"
B. The bird is green .
” It's a narroT e
23» "wonderful"
A« A green colored bird i
"" WonderfuH
noun* "word* story"
compound verb* "talk*
converse"
A« The parrot talks 1
"" doesn’t it^
lobuj 7TOSI
■Jiapakhi
B. pakhita lobu.i " ota * aekta tiapakhi "
fITSfrST I OST vil?ST tecrPTPlt I
comotkar
A» aekta sobu.i roner pakhi " comotkar "
v.fl^ 5Ri;?Si 1 I
kotha ^?2rr
kotha bol- ’W"
A. tiapakhita * kntha bole naki "
f B uT^pit b T ^ ?
24. B. Yes, he talks a little . B. hi » ektu ektu kotha bole "
Tjtr , \S^ ^ ^ I
25. A. What does he say ?
26. B. He only savs »
" "Give foodi "
A. ki kotha bole "
t<i ^ ?rc?=f ?
t '
B. kebol bole * khabar dao "
, 5TRT?r tr=» i
Lesson 12. part 2. Grammar .
1. The formation and use of the present completive (or "present perfect")
tense.
2k5
present completive is a frequently used past tense in Bengalis
s airly general in reference. In general, it is a fair rule of
thumb to consider that any JSnglish construction which has or can have the
orm as/have (read, shut, done, eaten, etc.)" will take the present
completive in Bengali. The tense is frequently used where English would
ave a simple past, but its primary usage is to indicate an action which
has been completed in the recent past but which has results which continue
into the present*
1* 2. The
PAP forms the base
of the present completive with
the -oh-
suirix and the present tense
personal endings
added to ity thus*
Stem
PAP
Suffixes
ken-
"buy"
ami
kine-
ch-i
tumi
kine-
ch-o
tui
kine-
ch-is
apni
kine-
ch-en
Se
kine-
ch-e
tini
kine-
ch-en
kliagl-
"play"
ami
khele-
ch-i
etc*
jan-
"know"
ami
jene-
ch-i
etc*
kor-
"do"
ami
kore-
ch-i
etc*
bojh-
"understand"
ami
bujhe-
ch-i
etc*
de-
"give"
ami
die-
ch-i
etc*
kha-
"eat"
ami
khee-
ch-i
etc*
ho-
"be"
ami
hoe-
ch-i
etc*
1* 3* The
present completive i
of /ja-/
"go" is
irregular* The
stem is
/gas- - gie-/ and the paradigm
runs thus!
ami
gechi,
giechi
tumi
gaecho ,
giecho
tui
gechis,
giechi s
apni
gsechen »
gie Chen
se
gaschey
gieche
tini
gaechen y
giechen
2
• The past negative* as in sentence 15»
2.1. The past tenses in the negative are formed by the use of the
simple present tense with the negative particle /ni/, thus:
ami suneohi" I have heard,
ami Suni ni" I have not heard.
ami*oi boi'ta poyeohi" I have read that book.
ami»oi boi^a poyi ni" I have not read that book.
2.2. An exception* to this rule is the simple past tense. The particle
/na/ may optionally be used with a simple past verbal form:
ami poylum na
ami po^i ni
I did not read (in recent past).
I did not read (non-definite past).
3. Relative clauses.
In Bengali* correlative constructions have the following forms
3.1. Personal pronouns, with reference to human beings only:
3.1.1. je ... se ...
je asche * se ke "
3.1.2. jara ... tara ..•
jara'ei bayite thake’
tara chattro"
3«2. Impersonal references:
ja ... ta ...
ja ami dekhchi'ta ki"
jegulo amicaichi'segulo
bhalo "
3.3. Adjectival formations:
(he* she) who ... he* she ...
Who is he/she who is coming?
(those) who ..* they ...
Those who live in this house are
students.
(that) which ... that
Ilshat is that which I see?
Those which I want are good.
3.3.1. The relative /je/ accompanied by a noun
je ... se ...
ie boij?a' tomake diechi'
se'jfa kothae"
*Another exception is the past
(that) which ••• that ...
Where is that book which I have
given you?
habitual tense, which we have not yet met
2k7
je ohelegulo eSeohe'Segulo
bostir ohele"
5*5»2* joto ••• toto •••
tomar'joto taka ache'toto
•faka ami oai"
3.4. Other types of formations:
3.4.1. jekhane ... sekhane
jekhane tumi jabe' sekhane
ami jabo"
3.4.2. jokhon ... tokhon ...
tumi jokhon jabe* tokhon ami
jabo"
3.4.3. jokhoni (jokkhuni) ...
tokhoni (tokkhuni) •.•
jokhoni tumi bolbe' tokhoni
boi’ta ene dobo"
3.4.4. jaemon ... tsemon ...
jeemon apni bolben'tsamon ami
korbo"
jemni ... temni ...
jemni apni bolben' temni ami
korbo”
3.5. Note that the correlative can
Other examples:
je asche'tar (se lok-Jfir) nam ki
jara asche'tader (se lokgulor)
nam ki”
je chel era' sekhane bosche'
taderke (se chelederke)
pochondo koro ki"
je bondhura eseche’tara ramer
bondhu”
3.6. Drills on tape.
The boys who have come are boys of
the busti (slum).
as much as ... so much . . •
I want as much money as you have.
where ... there ...
I shall go where you go.
when ... then ...
When you go> I shall go.
the very monent ... at that moment
The moment you tell me (at that
very moment I'll bring the book.
as ... so ...
As you will tell (me)> so I will
do.
just as ... just so ...
Just as you will tell me> just so
I will do.
be inflected, as in sentence 12.
What is the name of him who is
coming?
\^hat are the names of those
(people) who are coming?
Do you like those boys who are
sitting there?
Those friends who have come are
Ram's friends.
L
2U8
4* Use of ad;jectlves of color*
4*1* Some adjectives of color have two forms* the usage of each of
which Is limited* S*or example:
holde* holud yellow
She distribution of these forms Is as follows:
pakhi^a holde bird is yellow*
pakhi^a holud roijer
holde pakhi'jfa yellow bird*
holud roqer pakhi'fa
Note that these pairs are not in absolute contrast; for example, the
form /holde roqer/ is possible*
4*2* She following vocabulary items occur with or without following
/roi]/ "color"*
Bengali
lal
kalo
sada
nil
sobuj
holde
begne
golapi
badami
khoeri
4*2*1* Examples:
iayi-fa'lal roqer"
sayi-fa lal"
sayi'tar roq'lal"
4*3* ^Che following vocabulary items must be followed by /roi]/ "color"*
English
red
black
white
blue
green
yellow
violet
• rosy
brown
toast brown
She sari is of red color*
She sari is red (color)*
She color of the sari is red*
komla lebu roq
chai roq
mourkonj^hi roq
orange color, or color of an orange
ash color, or color like ash
color like the peacock's neck
2k9
ghie roQ
tute roQ
holud roq
dudhe alt a roq
asraani roq
lonali roq
rupoli roq
koci kolapatar roq
abir roq
sidur roq
color like clarified butter
color like turquoise
of turmeric color
color of milk and alta mixed - a kind
of red dye which women use to decorate
their feet*
sky color
golden color
silvery color
color of a young banana leaf
color of red powder used at Holi
festival
Vermillion
For purposes of the pattem drills, it is important to note the
distinction between /kosdcjon/ and /kono kono/:
kosakjon lok
kono kono lok
a few people (a small number that can
be specified)
some people (indefinite number)
6* Form possible Bengali sentences:
6 * 1 *
Possessive no\m
or pronoun
Post-positional
phrase
Noun or' pro-
noun subject
Negative verb
"there is not"
amar
tar jonne
upohar
nei
tomar
ramer
boi
apnar
boner
pakhi
tar
rohimer
'(aka
tar
amader
cheleder
230
6 * 2 *
Correlative Clause
Relative Clause
Pronoun/
adjective
Subject
Verb
Pronoun
Subject
Interrogative
je
boi-fa
niccho
tar
nam
ki
pakhi-fa
kincho
roq
chele'fi
asche
kukur-fa
bosche
beyal"ta
khacche
lok-fa
se
ja
se
boleche
ta
sotti
poyeche
bhalo
dekheche
sokto
asche
Soho j
ki
Lesson 12 > part 3» Patterns *
1* Pattern: sentence 1.
a. Where are you going now?
b* \^at are you reading now?
c. \Ihere is he going now?
d. V/hat are you listening to now?
e. What are the boys doing now?
2. Pattern: sentence 2.
a* I am going to class*
b* I am reading a play.
c. He is going to 3omdeb‘s house
d. I am listening to a kirtan *
e. They are playing in the field.
3* Pattern: sentence 3*
a. liThat is happening in class today?
o
b* V/hat play are you reading?
c. \^hat is happening at Somdeb's house?
d* What kirtan are you listening to?
e. \^hat are they playing?
Pattern; sentence
a» Somdeb is teaching us Bengali.
b. I am reading Tagore's Ra.ia *
c. A party is going on today.
d. I am listening to an old kirtan .
e. A football game is going on.
Pattern; sentence 5.
a. Who (all) is coming to class today?
b. Who (all) is reading in class today?
c. V/ho (all) is going there?
d. Who (all) is singing the kirtan ?
e. V/ho (all) is playing football?
Pattern; sentence 6.
a. Everyone. Arei^t you coming to class?
b. Somdeb. Are y(|u coming to class today?
c. I don't know. Aren't you going there?
d. Some Vaisnavas. Aren't you listening to the song
e. Some boys. Aren't you playing football today?
Pattern; sentence ?•
a. Yes, I'm coming.
b. Yes, I'm going today.
c. Yes, I'm going there.
d. Yes, I'm listening.
e. No, I'm not playing.
Pattern; sentence 8.
a. Do you have the books for the class?
b. Do you have the papers for the class?
c. Do you have any present for Somdeb?
d. Do you have the book for me?
e. Do you have some time for me?
232
9« Pattern: sentence 9»
a* No> I do not have the hooks*
h* No> I do not have the papers*
c* No, I do not have a present*
d* No, I do not have the hook*
e* No, I do not have any time*
Pattern: sentence 9»
a*
h*
c*
d*
e*
Before going I am going to get (i*e*
Before going I am going to get (i*e*
Before going I am going to get (i*e*
Before going I am going to get (i*e*
Before meeting you I am going to get
hook*
>
>
>
>
I am getting) the hooks*
I am getting) the work*
I am getting) a present*
I am getting) the hook*
(i*e*, I am getting) a
10* Pattern: sentence 10*
a* What hooks are you getting?
h* What work are you doing?
c* What present are you buying?
d* What hook are you buying?
e* iiiJhat hook are you reading?
11* Pattern: sentence 11*
a* I am getting poetry hooks*
h* I am studying Bengali history*
c* I am buying a history hook*
d* I am buying a poetry hook*
e* I am reading a Bengali novel*
12* Pattern: sentence 12*
a* What are the names of the hooks which you are getting?
h* What are the names of the hooks which you are studying?
c* What is the name of the history hook which you are buying?
d* What is the name of the poetry hook which you are buying?
e* What is the name of the novel which you are reading?
13» Pattern;, sentence 13*
a* The hooks' names are Balaka Cholaka] and Gritan.iali Cgitanjoli]*
h* The hooks are histories of Bengal*
253
c. The hook's name is Baiigalir itihas Chaqalir itihas] .
d. The hook's name is Ityadi Cittadi] .
e. The name of the novel is G-ora Cgoral •
Pattern; sentence 14«
a. Have you read the hooks?
h. Have you studied history?
c. Have you read that hook?
d. Have you seen that hook?
eo Have you read that novel?
14* Pattern; sentence 15«
a» No» I haven't read them*
h* No» I haven't studied history*
c* No, I haven't gotten that hook*
d* No, I haven't seen that hook*
e* No, I haven't read that novel*
Pattern; sentence 15*
a* I have heard that they are very difficult*
h* I have heard that history is very difficult*
c* I have heard that it is very difficult to get*
d* I have heard that it is very good*
e* I have heard that it is very difficult to read«
15* Pattern; sentence 16*
a* Who has said that they are difficult?
h* Who has said that it is difficult?
c* Who has said that it is difficult to get?
d* Who has said that it is good?
e* Who has said that it is difficult to read?
16* Pattern; sentence 17*
a* My friend has said so*
h* My sister has said so*
c* My brother has said so*
d* My friends have said so*
e* My teacher has said so*
Z5k
17 . Pattern: sentence 18*
ao What he has said is not true*
h. mat. she has said is right*
c* What he has said is true*
d* V/hat they have said is not true*
e. mat he has said is not correct*
Pattern: sentences 19 » 20, 21*
a* Ihe hooks which I have read are not difficult*
h* The history which I have studied is difficult*
c* The hooks which I have wanted I have not found*
d. The hook which I have read is not very good**
e. The hook which I have read is very easy*
18* Pattern: sentence 18*
a* Then the friend who told me was not correct*
h* Then what she told me was correct*
c* Then V7hat my brother told me was correct*
d. Then the friends who told me were not correct*
e* Then the teacher who told me is not a good teacher*
Lesson 12 < part 4* Sentence Prill*
Drill 1
— Where are you going?
— I am going to Bomdev*s house*
— Have you gone to the market?
— Yes, I have bought all the things that you have asked for*
— And have you finished your work and bathed?
— Yes, I have finished everything*
—All right, then, go along* mat's going on at his house?
— I don't know exactly* I think that his brother has returned from
Europe.
I iiave not heard that he has returned* I have heard that he will stay
in America for two years*
* The English is ambiguous;
book is good, but not very
the Bengali /khub bhalo noe/ means that the
good* ^This construction may be used here*
255
Those who leave Bengal often come back quickly. Are you coming with me?
Yes, I’m coming. But I have not bought a present for him.
That’s all right. We will buy one on the way.
Brill 2
— Have you read the paper today?
Ho, I have not seen it yet (i.e., ’even now')* w'hat does it say?
It says ijthat there was a hartal Chortal] in Bombay.
— VThat is happening there?
—Yesterday there was a riot, and three people were
— Is there. any good news?
Yes, the paper says that the summer will be very hot this year, and that
the monsoon will be late (i.e., 'will oome afte?'). ^ ’
— Has Buddadev written about my book?
Yes, he says that it is a very bad book.
— Is that all? -
Yes, he has not written much.
I think that I shall lie down for a while
Lesson 12, part 3. Vocabulary .
khobor
kago 2
aghat
borsa, bris-jjii
kal
bissram
na'toke
besi
news
paper
injury, blow
rain
time, season
rest, nap
drama, play
much,
very much
Idioms:
aghat pa- get a blow, get
injured
ca-, cai-
bissram kor
so-
sue ne-
pa-
khuje pa-
cha^*-
want, ask for
rest, take a rest
lie down
lie down
get, find
find after searching
leave, abandon
sommondhe, post-position, "about,
sombondhe in regard to", with
genitive
•j?hik ache
gorom kal
borsa kal
boyo besi
that ' s all right
summer
rainy season
too much
Lesson 13% part 1» Oonyersation
Analysis and CDranslation
Bengali
high stem of verb /ja-/»
II go"
je-
TO-
infinitive ending
-te
"to go"
jete
Bor use of the infinitive*
see Grammar* !•
A. Have you told Ram to go
“ to the market?
alternative stem of verb
/ja-/, "go" — see Lesson 5
"he/she has gone"
B. Yesi I gave him two
"" runees; he has gone to
the market*
A» Has he come back from
— market?
"just now"
S* Yea* he has just oome B.
back.
Am ramke * ba.iare .iete * bolecho ki
<iT5nT?r xmo ?
gee- r^r-
gssche
B* hee " du taka diechi " se ba.iare
■^tr , troifs i 'pt
r^rc^ 1
Am le ki bajar theke * nhire eseohe
ITT tter dPnrs ?
eimattro d^TOT
hsG " le * eimattro nhireche "
is^ , *pr d^ror dPTO i
257
5» compound verb» "(buy
and) bring"
A* liTbat has he brought from A*
the market?
6» noun» "fish"
noun, "meat"
noun, "vegetables"
B* He has brought fish, meat, B*
" and vegetables *
7. high stem of verb /ken-/»
"buy"
infinitive ending
"to buy"
past negative particle
A* Didn’t he go to buy
“ fruit?
8 » noun, "banana"
noun, "mango"
noun, a small, violet-
colored fruit
B* Yes, he has bought bana -
"" nas, mangoes, and jam *
9« high stem of verb
/kha-/, "eat"
infinitive ending
"to eat"
kine an- V<r(.H CTPT-
se ’ ba.iar theke » ki kine eneohe "
mach ^iTT5
maqso
torkari vD^3<^1 <lT
se mach ’ manso ' ar torkari ’ kine
eneohe "
■ujj crr^ 1
kin-
-te -W
kinte IViCvi)
V ^
ni TH
se ki ’ nhol kinte .iae ni "
X 7 { f<ii m tfTCv5 mj ?
kola <1^
am srm
jam
hffl " se kola * am ’ ar jam « kine
eneohe "
, T7I spTT , ijm snii srrsT IVct
I
khe- T?!I-
-•te -VS
khete WC^
258
A. Have you ^iven Binu tM
“ Ijananas to eat?
10. "outside"
high stem of verb
/kh^l-/> "play"
infinitive ending
"to play"
Bo Ho. he has gone out-,-
side to nlay.
11. a snack taken between the
two main meals (one around
noonj the other in the late
evening)
A. tumi hinuke * kolagu lo * khete
die oho ki "
^5r„w wra trorC^T
"baire ^
khel-
-te -Vo
khelte
B. na " se haire * khelte gseche "
HT , v^ WTC0 l
khahar ^T<1 T?r
A. Won*t he come hack to A. se ki * khahar khete ' phire ash j,
“ have a snack ?
TTH t<f :mT?r t:to25 ^ ?
12. noun, "afternoon"
hikelheela To (.<r^i u<i'Tr
B. Yes , I think that he v/ill
“ Gome hack home for a snack
in the afternoon.
B. h ffi " amar mone h oe .ie * se khahag
vviA-hfi » hikelhffila « hari Phirbe
*5tr . ^ vh
TZRTRr I
15 . high stem of verb
/d8Gkh-/> "see"
infinitive ending
"to see"
verb stem, "want”
A. G-ood. I want to see him .
(i.e., 1 have never seen
him before and want to
meet him)
dekh- 1:^“
-te -V3
dekhte
ca- FT-
A. bel ” ami oke * dekhte cai ”
wf I srrT5j <5V<* mt 1
259
14. noun, “field" mat:h ^
compound verb, "cause
to come by calling" (Jeke an- mn-
B. In that case, I shall go B. ta hole V ami mathe ^le » b inuke__
to the field and call Binu taratari deke anchi "
back right avfay . "
oT wf , v5rrT57 vii T‘5ra
oTv?r5Tf^ V5C^ 0I HV5 1
Lesson 13, part 2. Grrammar .
1. The formation and use of the infinitive:
lol. The most frequent use of the
infinitive
form is as supplement to
another verb, a:
3 in English:
ami ' jete
cai"
I want to go*
ami'dekhte pari na"
I cannot see;
I am not able to see.
oke' aste
bo Hum"
I told him
to
come.
1.2. The infinitive of consonajat-f inal stems
is
formed by the high
stem of the verb (except where the
stem-vowel
is
/a/) plus the infinit
ending /-te/.
ken-
buy
kinte
to buy
khajl-
play
khelte
to play
kor-
do
korte
to do
aon-
hear
sunte
to hear
But : j an-
know
jante
to know
1.3o The infinitive of all CV- stems, regardless of stem-vowel, is
formed by the high stem plus /-te/
•
•
ho-
be, become
hote
to be, to become
de-
give
dite
to give
kha-
eat
khete
to eat
The stem /ja-/
is regular in this
form. Its
infinitive is /jete/.
1.4. Utems of GW- or OVOa- shape, however, preserve their low vowels:
26o
ga-/gai-
bseya-
sing gaite
wander about bseyate
to sing
to wander about
2* It should be noted that there are two ways of expressing such a
phrase as "he bought (it) for ine"i
a. ^e’amar jonne»eta He has bought it for me (but has not
kineche" given it to me yet).
b. se amake»e-j?a kine He has bought (and given) it to me.
dieche"
Note that in b. » /amake/ is the indirect object of the verb /de-/*
Bengali, verbs such as /ken-/ cannot take indirect objects and req.uire
/jonne/.
261
Form possible Bengali sentences from the following:
Subj.
Ind« 0.
VM
D.O.
(Int. )
^1.
^2
0)
ami
ramke
bajare
mach
(ki)
jete
bol-
na
tumi
take
dokane
maqso
aste
ca-
ni
tui
bhaike
ekhane
torkari
kinte
ja-
apni
kobike
bayite
am
nite
de-
/
se
ghore
khabar
khete
tini
sohore
bolte
amra
eimattro
ante
tomra
tayatayi
phi re
tora
tarpore
nie
apnara
tar a
tara
ram
binu
kine
Sub3*
m
V
!)• 0«
( Int* )
^2
ami
t ay at ay i
gie
binuke
(Icl)
^eke
an-
tumi
sekhon
ese
kapoyfa
nie
al-
tui
eimattro
phire
amake
bole
da-
apni
dokane
take
se
ma'^lie
boii?a
dekhe
tini
amra
tomra
tora
apnara
tara
tara
ram
binu
bajar
theke
klaler
theke
cheleke
262
Lesson 13 t part 5» Patterns *
1. Pattern: sentence !•
a. Have you told Ram to go to the river?
h. Have you told him to go to the store?
c. Have you told her to bring it here?
d* Have you told them to come hack here?
e. Have you not told them to come hack here?
2« Pattern: sentence 2*
a. Yes> I gave him ten rupees and he has gone there,
h. Yes, I gave him six rupees and sent him there.
c. Yes, I gave her some money and told her that.
d. Yes, I sent them money and told them to come hack here.
e. No, I have not told them to come hack here.
3» Pattern: sentence 3*
a. Has he come hack from the river?
h. Has he come hack from the store?
c. Has she brought it hack from the market?
d. Have they come hack here?
e. Have they not returned from the class?
4. Pattern: sentence 4*
a. Yes, he has just come hack,
h. No, he has just gone there.
c. Yes, she has just brought it hack.
d. No, they have not come hack.
e. Yes, they have just returned.
5« Pattern: sentence 5*
a. V/hat has he brought from the store?
h. What nave you told him to bring from the store?
c. What hook has she bought and brought hack from the store?
d. Vfhat have you told them to bring with them?
e. »/hat have they brought from class?
6. Pattern: sentence 6#
265
a« He Has brougHt meat and vegetables from tHe store*
b. I told Him to bring fruit and flowers from tHe store*
c* SHe Has brougHt several Bengali books from tHe store*
d* I Have told tHem to bring many kinds of tHings*
e* I'Hey Have brougHt notHing at all from class*
7* Pattern: sentence ?•
a* Didn’t He go to buy fisH?
b* Didn’t you tell Him to bring vegetables?
c* Didn’t you tell Her to bring English books?
d* Didn’t you tell them to bring only clothes?
e* Didn’t you tell them to bring me some Bengali newspapers?
8* Pattern: sentence 8*
a* Yes, He Has brougHt rui and Hilsa fish*
b* Yes, but He Has bought only mangoes and berries*
c* Yes, but she Has not been able to buy English books*
d* Yes, but they Have not been able to bring many clothes*
e* Yes, but they Have not, been able to bring newspapers*
9* Pattern: sentence 9«
a* Have you given the boy the Hilsa fisH to eat?
b* Have you given the girl the mangoes to eat?
c* Have you given Her the books to take back?
d* Have you given them clothes to wear?
e* Have you told them to send the newspapers to me?
10* Pattern: sentence 10*
a* No, He Has not come in to eat*
b* No, she Has gone to the field to play*
c* No, she Has gone back to the store again*
d. Ho, they have said that they don't want to wear these clothes
e. Ho, they have told me that they were not able to send them*
11. Pattern: sentence 11*
a* Won’t He come back to eat the fish?
b* Won’t she come back to eat the mangoes?
c* Won’t she come back to rest?
d* Won’t they go back to buy the papers?
26k
e. Won’t they go back to bring their clothes?
12. Pattern: sentence 12.
a. Yes, I think he will come back this evening.
b. Yes, I think that she will come back quickly.
c. Yes, I think that she will come back in the afternoon.
d. Yes, I think that they will go back to buy them.
e. Yes, I think that they will go back to bring them.
13* Pattern: sentence 13»
a. Then I want to see him.
b. Then I will be able to see her.
c. Then I will come back to see her.
d. I will go with them to buy them.
e. I will go to bring them.
Lesson 13, part 4. Sentence Prills .
Drill 1
— Have you told Tipu to buy milk at the market?
— Ho, I forgot to tell him that. He has brought only rice and bananas.
— Then he has already come back from the market?
— Yes, he has just come back.
— Then where has he gone? I cannot find him anywhere.
— I don't know. Perhaps he has gone to take a bath. I think he'll come
back soon.
— Tell him that I want to see him. He will take this letter to Ballygunge
Cbaligan j] .
— He cannot go today. He has not finished his work in the house.
- — He can finish his work later. Go and call him.
— All right. I’ll go.
Drill 2
Note: pay special attention to the order of relative clauses; see ante.
Lesson 12, Grammar.
—Ram, do you want to go to the market with Tipu?
— Yes, I like to go with him. He buys me sweets.
— I don't like that. The sweets which you buy at the market are not
good to eat.
— wily not? I have eaten them often. They taste good.
Those sweets are made of bad milk. That is why Binu has gotten sick.
But you like to drink gholer sprbot . You have not gotten sick.
That is another matter. I have told you what I want. G-o with Tipu.
— Tipu» will you buy me sweets?
— No, your mother does not want you to eat them.
Then I shall tell her that you have bought me sweets.
All right, then, what kind of sweets do you want to eat?
I have not eaten the red kind before. Buy me those.
Lesson 13, nart 3. Yocabularv
gholer sorbot
buttermilk
preparation
matter
kind
milk
letter
toiri
made, prepared
make, preparation
another
enough
anywhere
already (previously)
already (in the meantime)
bsepar
rokom
dudh
ci'j^hi
onno
jothes-jfo
kothao
age
er moddhe
pochondo kor-
kine di-
kha-
par-
bhule ja-
dekhte pa-
khuje pa-
por-
harie ja-
nie ja-
like
buy and give
eat, drink
be able (physical ability)
forget
find
find (after searching)
wear
get lost
take (from here to there)
Idioms:
tate hobe na
khete bhalo
khaoa bhalo
that will not do (i.e., it is insufficient)
taste good (good to eat)
good (i.e., healthy) to eat
Lesson 14> part 1» Oonversation*
Analysis and translation
A* Ifliat are you going to a.
do tonight ? “
compound verbal noun
stem» "studying”
verb, "study"
I*m going to study b.
tonight * “
loan word, "cinema"
infinitive of verb
/ja-/> "go"
verb stem, "be able"
A* ,0?hen won’t you be able to A.
go to the movies with usV “
verb stem, "wander around"
Note the use of the present
context is "I may be able".
Bengali
tumi a.i rattre » ki korbe "
sTTvsi ?
poyasona <Tv?HPTPTr
poyasona kor- '^I^^TWRT
anii a.~ i rattre * Porasona korbo "
srrftr ismsi ?rrcr i
sinema VW(,*iv<ii
j ete WCa 3
par- -TRI-
ta hol e » tumi » anader snnge »
3_inemate nete uarbe na "
OT crmTTO
bsoya- Wpt-
ee /pari/; the meaning in this
S* No? but I may be able to go B.
about with you for a little
while.
fia " kintu ami » tomader gpnge «
kichukkhon .ionne » ba?rate uarT "^
fr, t<f srrfti xmrrpra yroF
26?
5« "studying"
post-position > "after"
A* Grood. V/hat are :rou going A.
to do after studyin/, ? ""
6« variant stem of verb /ghuma-/^
"sleep"; see G-rainmar, 1.
B. After studying i I am goin g B.
to go to sleep * “
7 • A. V/ill you not go to eat A.
before sleeping Ci»e«>
before going to sleep)?
8# high stem of verb /kor-/,
"do"
ending for conditional
conjunctive
"if I (you, he) do (does)";
see Grrammar, 2.
B. Yes, if I finish studying B*
**" quickly, I shall go to
eat.
9* infinitive of verb
/poy-/> "study"
A. Will llam also go to A.
"" study with you ? “
poyasona
por, pore
bes " porasonar por ' tumi ki korbe "
ghumo- iSo< W1~
ami * uorasonar nor ' ghumote .iabo "
^ y«wn:vi> sttrt i
tumi » ghumobar age * khete .iabe na "
2To;wr<3 i^ tt ?
kor-
-le
korle '<m^
h% " taratari * Porasona ses korle *
khete jab 0 "
i5tT , enwjrfv? to
Vim 2TTTO I
poyte
ram.o ki * tomar longe * porte
.iabe "
?mT6 WSTT?r 7TC^ ?
10.
high stem of verb
/pa-/, "get"
pe-
TO
ending for conditional
conjiinctive
-le
"if (he) gets"
pele
J
2l68
B. Yest if he gets the
time» he will come«
11* A* But I heard that he wants
~ to go to the city tonight *
12 • alternative stem of verb
/da-/, "go"
ending for conditional
conjunctive
"if (he) goes"
B. hie " ^omoe nele » le asbe "
■5tT , TOT TWt Z7J arPTW I
A* kintu * ami sunlum .ie * se a.i
rattre * 6nhore .iete cae "
srrffi TO TO isrm
TOTO mn I
ge- TO-
-le -TO
gele r5ITO
B* ta hole * ^e lohore gele » porte
aste narbe na "
B* In that case* if he goes
to the cltVi he will not
be able to come to study *
OT , TO r^ITO QTTOTO
<TT?ITO TT I
15* A* Bo you know what he is A# tumi ki .iano > le agami kal »
going to do tomorrow ? "" ki korbe "
^5^ *f<F OTTOT TO srr-smfl" ^
T<f ?RITO ?
14* "in the moraing"
noun* "picture"
verb stem, "paint"
sokale, sokalbsla WTTO , 7RFTOCTOT
chobi ^
ak-
B* Yesy he has told me that B*
he is going to the river-
bank to p ain t t omo rr o w
morning
1^ " se amake boleche ie ' se kal
6 0 kale * nodir dhare * chobi akte
j^e "
■5tr , TO^srrsnro ^to.to to ^
tiwto ^ wm I
noun, "noontime"
verb stem, "come"
conditional conjunctive
ending
"if (he) comes"
dupur, dupurbeola
as- STTO-
-le -TO
alle CTTOTO
B. If he comes back before
“* noon< lie will come to my
house to eat»
15* noun* '‘afternoon"
A. What will he do in the A*
af tern 0^1^
B* se dupurheelar age ' phire asle '
amar barite ' khete asbe "
TJT >50X51 tax?r arniOT
vsrrar?! ?rn?rP3 x«rc3 oTTix^r i
tikel, Tjikelljffila , 'IVltWWSTr
se hikelbsela ' ki icorhe "
•C7T l^wiwrr ?
16* loan word, "football"
(like American soccer)
variant stem of /ca~/»
"want"
conditional conjunctive
ending
"if (he; wants"; see
(Jramiaar, 2»3*
noun, "field"
phu"^bol
cai-
-le
oaile bl 5X^1
math STTfe
B. 1 don't know exactly, but
“ if he wants to see a foot-
ball game « we shall both
go to the field *
B. ami ' thik .iani na " tobe ' se '
phutbnl khsgla dekhte caile * amra
du.ione ' mathe .iabo
igrrfw ^ ^
vmr rmv5 cnw
5TIW I
17. noun, "evening"
londhe, sondhebeela , ^TC^JTOT"
A. Ajfter that< will you go A. tarnor ' tomra ki ' sondhebeola--'
“■ to wander around in the 6 chore bgprate jabe "
city in t tie evening ^
, •C'OTWr »T!4ra
?
18*
high stem of verb
/ho-/» become"
ho-
•5—
conditional conjunctive
ending
“le
"if (it; finishes"
t *
ses
hole WI
270
Yes» if the game is over
soon* we shall go to th e
city .
” taratayi kh£&la ses hole » amra
sphere .ialpo "
■str , ^r^rsTts? vmr to enwr
JTTTO I
19 • A* Pan I come with you ?
A* ,ajni«o ki * tomader Innge * aste
•pari " ““ ■
crrfsTQ *f<i' iA5T^rrra ?
20* B* Yes* you can conie . B* hss ** tn^i * aste pare "
v5Sf^ vSTTTOJ mT?rr I
Besson 14* part 2> Praininar .
1* Steins of CVeV-verbs, as in sentences 4> 6j and 7.
1»1* The verbal noun and the infinitive of this type of stem are usually
formed by the addition of the infinitive or verbal noun suffix to the low
stem of the verb:
Stem
Infinitive
Verbal Noun
broka-
kamya-
j iro-
"bend"
"bite"
"rest"
b Skate
kamyate
jirote
bSkano , bSkaba-
kamyano, kamyaba-
jirono, jiroba-
!• 2 * Verb stems
the alternative
which have /u/ or /ou/ as the
stem OVOo- before the suffixes
stem-vowel, however, have
/-te/, /-no/, and /-ba-/.
Stem
Infinitive
Verbal Noun
ghumo-
po'ucho-
"sleep"
"arrive at"
ghumote
pouchote
ghumono, ghumoba-
po-uchono, poiichoba-
2* The conditional conjtinctive is formed by the addition of the suffix
/“le/ "fco the high stem of the verb, except for verbs of shape CVO- where
the vowel is /a/, and verbs of OVO- shape (1*1. and 1.2. above).
ken-
"buy"
ami kin-1 e
tumi kin-le
tui kin-le
apni kin-le
"if I buy"
"if you buy"
"if you (inf.) buy"
"if you (hon.) buy"
<0
ERIC
271
se kin~le
"if he buys"
tini kin-le
"if he (hon.)
buys "
khggl-
"play"
ami khel-le
"if I play"
etc.
kor-
"do"
ami kor~le
"if I do"
etc.
son-
"hear"
ami sun-1 e
"if I hear"
etc.
But : jan~
"know"
ami jan-le
"if I know"
etc.
Also:
de-
"give"
ami di-le
"if I give"
etc.
ho“
"be"
ami ho-le
"if I were"
etc.
kha-
"eat"
ami khe-le
"if I eat"
etc.
broka-
"bend"
ami b^a-le
"if I bend"
etc.
kamya-
"bite"
kamya-le
"if I bite"
etc.
1
0
•H
"rest"
jiro-le
"if I rest"
etc.
ghumo-
"sleep"
ghumo-le
"if I sleep"
etc.
poucho-
"reach"
poucho-le
"if I reach"
etc.
2*2. Note that
the conditional
conjunctive is
a non-finite from;
it does
not change with change of person
or number.
2 . 3 . OVV-stems
with /a/ also preserve the low vowel in the conditional
conjunctive:
ca-
"want"
caile
"if I want"
etc.
ga~
"sing"
gaile
"if I sing"
etc.
2.4. *J)he commonest use of tlie conditional conjunctive is that which we
have in this lesson: the expression of a condition* using jdnglish "if":
oke dekhle’ami holho"
ami Tunis’ hujhte parbo"
tumi ekhane asle'ami taka
dobo"
If I see him* 1 shall tell him.
If I hear (it), 1 shall be able to
understand (it).
If you come here, I shall give (you)
money.
Other usages will be seen in lesson 15.
2 . 5 . Note that although this is a non-finite verb form, the subjects of
the two clauses may differ, as they do in the third example above. When
o
ERIC
272
they do differ* however* both subjects must be expressed*
3* Note that in a conditional clause* the negative particle precedes
the verb;
tumi na gele’ami jabo na" If you do not go* I shall not go*
bristi na hole *pho sol habe na" If there is no rain* there v/ill be
no harvest*
4* ^'orm possible Bengali sentences*
4*1*
Subject
Verbal
Modifier
( Int)
Direct
Object
^2
Neg*
ami
agami kal
(ki)
poyalona
korte
par-
na
tumi
kal 5okale
ses
ja-
ni
le
aj rattre
kaj
al
amra dujone
kichukkhon
chobi
poyte
kor-
ram
sondhebasla
khabar
akte
khoborer
kagoj
khete
4* 2*
Sub j ect
Noun/Object
Conditional
Conjunctive
Subject
Modifier
jPinite
Verb
poyalona
khsela
SeS
hole
korle
ami
Se
tar a
apnara
fiekhane
ja~
Se
amra
tini
ram
apnara
tomra
Somoe
boij?a
coppol
dapov1?a
chobi
pele
kinle
becle
akle
bayite
ja-
275
Lesson 14> part 3» Patterns*
!• Pattern: sentence 1.
a. \Ihat are you going to do tonight?
b. Mhere are you going to go tonight?
c. V/hom are you going to meet tonight?
d. V/hat are you going to buy tonight?
e. V/hat are you going to read tonight?
2» Pattern: sentence 2»
a» I'm going to read tonight.
b. I'm going to sleep tonight.
c. I'm going to see my mother tonight.
d. I'm going to buy clothes tonight.
e. I'm going to read books tonight.
3* Pattern: sentence 3 .
a* Ihen you won't be able to go to the store with us*
b. Ihen you won't be able to come home with us.
c« Then you won't be able to meet my brother with us.
d. Ihen you won't be able to come to the museum with us.
e. Ihen you won't be able to come to class with us.
4* Pattern: sentence 4 .
a* No, but I'll be able to come home with you for a little while.
b. Yes, I'll be able to go with you for a little while.
c. No, but I'll be able to come to your house for a lictle while.
d. Yes, I'll be able to talk with you for a little while.
e. Yes, I'll be able to go and stay for a little while.
5* Pattern* sentence 3*
a* What are you going to do when you have finished your reading?*
b. \/hat are you going to do after you have finished sleeping?*
c. What are you going to do after coming back from the store?
d. V/hat are you going to do after you meet your brother?
e. What are you going to do after you meet your mother?
6* Pattera: sentence 6.
a. After I finish reading I am going to go to sleep*
b. After I finish sleeping I am going to go to the library*
c* After I come back from the store I am going to Buhas’o house*
d* After I meet my brother I am going to study*
e. After I meet my mother I am going to the store*
7* Pattern: sentence 7*
a. Will you want to rest before sleeping?
b* V/ill you v/ant to eat before going to the library?
c* V/ill you want to sleep before going to Buhas’s house?
d* Will you come to see me before studying?
e. Will you want to vrander around a little before coming back?
8* Pattern: sentence 8.
a* Yes, if I finish reading^ before nine, 1 shall rest a little,
b* Yes, if I go to the library before eight, it will be good.
c. Yes, if I come back from the store before seven, I shall sleep
Si IjUTfiflLO*
d. Yes, if 1 come back from my brother *s house before six, I shall
come to see you*
e. Yes, if I come back from my mother's house before five, 1 shall
v/ander around the city.
9* Pattern: sentence 9*
a* Will jiam also study with you tonight?
b. Will Ham also go with you to eat?
c. Will Ham also go with you to Suhas's house?
d. Will i»iia also come to see aae?
e. V/ill Bita also go with you to wander around?
10. Pattern: sentence 10.
a. Yes, if he gets the time, he will come to study with me.
b. Yes, if he finishes writing, he will go with me*
c. Yes, if he is able to come, he will come*
* Either transitive
or Intransitive form is acceptable*
275
d« Yes, if she gets the time, she will come.
e. Yes, if she finishes studying, she will come with me.
11« Pattern: sentence 11.
a. But I heard that he wants to go to lila's house tonight,
h. But I heard that he wants to come to my house tonight.
c. But I heard that he wants to study tonight.
d. But I heard that she wants to paint pictures tonight.
e. But I heard that she does not want to go tonight.
12. Pattern: sentence 12.
a. If he wants to go to Lila’s house, he will not he able to come
with me.
b. If he wants to go to your house, he will not be able to come
with me.
c. If he wants to study tonight, he will not be able to come.
d. If she wants to paint tonight, she will not be able to come.
e. If she does not want to go to the city, then she will not go.
13« Pattern: sentence 13.
a. Do you know what Lila wants to do tomorrow?
b. Do you know what he will do tomorrow morning?
c. Do you know what he wants to do on Saturday?
d. Do you know what she will do tomorrow night?
e. Do you know what she wants to do tomorrow night?
14. Pattern: sentence 14a.
a. Yes, she has told me that she is going to the office to work.
b. Yes, he has told me that he is going to start writing another
novel.
c. Yes, he has told me that he is going to see a movie.
d. Yes, she has told me that she is going to meet Probhas.
e. Yes, she has told me that she is going to meet Lila.
Pattern: sentence 14b.
a. If she comes back quickly, she will study.
b. If he feels tired, (use /klanto bodh kor-/^ he will go to paint.
Q. If he comes back before night, he will come to my house.
d. If they eat before ten, they will come to my house.
e. If they come to the city, they will come to my house.
J
276
15* Pattern: sentence 15*
a. Do you know what she will do tomorrow night?
b* Do you know what he will do in the evening?
c. Do you loaow what he will do in the morning?
d. Do you know what they will do tomorrow morning?
e« Do yon know what they will do on Sunday?
16. Pattern: sentence 16.
a* If she wants to go to the movies* we shall both go*
b. If he wants to go to Ram's house, we shall both go.
c. If he wants to go to the city, we shall both go.
d. If they want to study in the library, we shall all go.
e. If they want to eat, we shall all go to eat.
Pattern: sentence 18.
a. And if she wants to go walking (use /b^ate/) , I shall go with
her.
b. And if he wants to begin work, we shall both work.
c. And if he wants to stay at home, I shall stay with him.
d. And if they want to rest, we shall stay here.
e. And if they want to begin writing, we shall all work.
lesson 14, part 4. Sentence Drills .
Drill 1
V
— Will you be able to come to the movies with us tonight?
— No, I am going to work tonight. Perhaps I'll be able to come for a
little while.
— We are going to see Pat her Pancali [pother pacalil. You'll be able to
finish your studying after the movie.
— No, it's a long picture. I won't be able to go.
— We are going to eat something after the picture is over. Will you be
able to come with us then?
— Yes, I like to eat a little before going to sleep.
— Then if we come back soon, will you come with us?
— Yes. Is Ram going with us too?
— No, he is going to see Lila this evening. He won't be able to come.
— What is he going to do tomorrow?
277
He said that he is going to look at pictures in the museum in the morn-
ing. But he'll come to my house to eat tomorrow night.
— Good. Can I come to see (i.e., "to meet") him then?
— Yes, you can come.
Brill 2
Ila, will you be able to come with me to the movies tonight?
Ho, my mother does not want me to go with you. She doesn't like you.
Then if you come, don't tell her. Why doesn't she like me?
You don^t have any money. My mother says that if you work you can make
money.
^ iiave not begun to work. After I get my degree, I shall make lots
Then after you take your degree. I'll be able to go to the movies with
you.
— After the movie we'll go dancing.
— Ho, I am going to study tonight. After I have finished studying, I am
going to sleep. j s, cuu
after dancing, we'll go to listen to some music.
— Ho, I am going to work. V/hat music?
—There is a good singer of folk-songs here. We'll go to hear his songs.
— Can you come at eight sharp?
of money.
Lesson 14, part 3. Vocabulary .
chobi
polli-giti
gaeok
Pother pacali
soqge dsekha kor-
picture (i.e., either painting or motion picture)
village-song (i.e., "folk song")
singer
name of a novel and a motion picture
meet with, visit a person (with genitive of
person)
begin (i.e., "make a beginning")
begin
begin (with infinitive), a colloquial usage
suru kor-
arombho kor-
lag-
6 « y
se porte lage
se kaj korte
lage
"he begins to work"
"he begins to read"
278
besi
kom
very mucb.
less
tokhon
then
boyo
cb.o'^o
mo'Jja
roga
lombe
be'J;©
big
small
fat 9 plump
lean
tall
short
ae
•^aka poesa
ae kor-
upar jon
uparjon kor-
revenue, income
make money
earning, gain
earn
coo^*a
soru
wide
narrow, thin
upae kor-
earn
klanto
tired
ERIC
SMiifaifftiirmiJ
J
.■yt% o
Lesson 13 < part 1» Oonversation «
Analysis and translation
noun, festival of the goddess
Lurga, which takes place in
early October
conditional particle, "if";
see Grammar, 2«
"if I go"
A. If I go to my village house A
for Lurga-pu.ia, will you be
able to go with me?
Bengali
durga pujo (•'ST
jodi
ami jodi jai 01 1 ^
T=U5T^ OTTf^
< Tv^T Io v57T^ OlTUT?!
durga pu.ior somoe * ami .jodi V
gramer barite .iai ' ta hole *^tumi
ki » amar souge * .jete parbe "
alternative
verb /ja-/ ,
Grammar, !•
conditional
ending
stem of
"go" see
conjunctive
ge- 775T-
-le
B. If you go, 1*11 go with B. Oo<V^ i5Tf^ (.voTVRT <.<JT I
tumi gele * ami * tomar songe V
.iabo "
pronoun "self, one ' s
self"
noun, "that which is
related to one's self,
a relative"
nominal plural,
"relatives"
atto 01 ISSf
attio orT^ftrr
attiora
attiora ;jodi asen SnP9flTF?rr CTIT?H
in-,
0- CT—
subidhe, subidha , >^o<T<l^
osubidhe, osubidha oi>io(r<iC< ,
If my relatives come, will A. imrra TOfl^?rr ^ CTTOTT ^
that be an inconvenience (,vi)1 vil^ v5T>lo<HW "JOT ?
for you ?
amar attiora * .io di asen » ta hole *
tomar osubidhe hobe ki "
"if relatives come"
negative prefix, "not
un-"
"convenience"
"inconvenience"
Note the position of the negative particle, before the verb in
the conditional clause: see Grammar* 3.
adjective, "any"
"none at all"
If it is no inconvenience B.
for you, it will be no in-
convenience for me at all.
kono 141*^
kono • . • na ’C4PT. . . .TT
m ^ 5rn7T?[ wpt
viOfcx'MW "51^ TT I
tomar osubidhe » na hole » amar »
kono osubidhe » hobe na "
noun, "end"
f f
ses
loan word, "mile"
mail
PAP of verb stem /hat-/ ,
"walk"
he-J:e
compound verb, "walk, go
by walking"
he-j?e
"if we walk"
amra
srr^
ja- i:tct srr-
jodi hete jai S[T5J?IT 'Ctd?
If we walk the last five
miles of the way, will you
be able to walk with usY
A. snwr ^ xte
JTn5 , err t 4 isrrmr^ ?rof
^rSXvs ?
amra .nodi * pother * lei pac mail *
hete jjai * ta hole * tumi ki *
amader songe ’ hatte parbe "
"cart, wheeled vehicle"
"motoT-car, automobile"
" arrangements"
"make arrangements"
gayi
mo*j?or gayi WTi??! *>llv^T
basbostha
bsebostha ^or- <3T^^
B. No. But if you make ar-
“ rangements for a cari I
can go with, you.
281
B. I wT&sf ^^'*^!3-512S .
"" <KlC^ Crn>T TTOT^mTi?! <TTKF I
na » kintu » motor garir _»
bssbos'tha korle * ami * tomader
snnge .jete pari '*
7. Note position of negative particle.
A. All right. If we are not
able to make arrangements,
for a car, then wnat Y
A. v5fw I cnw -?nv^
- >i T ^ r ssrra 7rr ?
accha " amra .iodi » m otor garir
bsebostha korte na pari * ta hole
8. "bullock”
"bullock cart"
goru
gorur gayi IT^TT?]^
B. If you make arrangements
“ for a bullock cartt I’ll
go with you .
B.
Cv^ -r w r
crm ivjmrrTO ri<fr 1
tomra * aekta gorur garir V
bsebostha korle * ami' tomader
songe .iabg "
9. negative prefix*
"non-, in-, un-”
"flesh, fish, meat"
"vegetarian (food)”
”if we eat vegetarian
nir-
amis GrrftpT
niramis T'ifl I
” amra jodi niramis khai
STTWT 5TliS
A. If we eat vegetarian food A.
“ during the Durga-nu.ia, then
will you also eat vegetarian.
food?
amra .iodi » durga puior somoe
niramis khai ' ta hole » tumiTo
^i ' niramis khabe ”
10. "certainly"
niicoi i>KjS«
282
B. Certainly* If vou eat B* I T^Ts 3T?^ 'CWI Cnl^O
“ vegetarian food* so shall TTWT I
I.
niscoi " tomra niramis khele * ami»o ^
niramis khabo ^
11. adjective* "the whole"
verb stem, "be awake,
stay awake"
"if we are awake"
A* And if we are awake the
whole night t then will
vou stay awake the whole
night ?
12* B. Yes* If vou stay awake
“ the whole night, I shall
also stay awake the whole
night *
13* noun, "fast"
verb, "fast, make a fast"
"if we fast"
ft
A* And if we fast on Burga-
"" nun a day» then will you
also fast?
14* B* If you fast, I shall
"" also fast*
15* "Wednesday"
Sara -H 1 -dT
j ag- ^5T—
amra jodi jagi oiiv^-al
A. isrra 5nwr.qf?t^Jrr?rr ^rrs ,
OT r<f KT?rr ?rra ?
ar * amra nodi ' sara rat .iagi '
ta hole * tumi ki * sara rat
nagbe "
hffi " tomra ' sara rat .iagle '
ami*o * sara rat .iagbo "
upos, upobas (ipT-TTH , W<TPl
upos kor-, upobas kor- (iJr-TPI ^ ,
amra jodi upos kori
CTTWr ^ GjT^TPT ^
A* crr?T cTTwr ^
ar amra .iodi * durga nu.ior din *
upos kori * ta hole * tumi* o ki *
UPOS korbe "
B* CN5 r vi ?rr tbT^rry\ crrftro
<f?nr<JT I
tomra upos korle * ami.o * upos
korbo "
budhbar
B* *5tT , IWW ^
cnlT[Q ?rr?rr ^ i
A* G:ood» In that oasei we A*
snail go on v/e dries day .
16* "before"
adjective, "prepared"
"if you are ready"
!• All right. If you are B.
ready before (then)*
will you call me ?
17* A» All right* If I am
ready before (then)
I shall call you «
Lesson 13, hart 2»
283
I err enwr ?r;^<OT?r 2Tu<rr i
be^ " t a hole ' amra budhbar din *
jabo "
age srnr^i
toiri Iv^l
tumi jodi toiri hoo
vi>c<Tw
5Tr^ I ^ snr^T -felt ,
aooha " tomi .iodi ' age toiri
hoo ' ta hole ' amake dakbe ki "
srTRgr I crrftr cnr^
V5nm^ OTTOT I
aooha " ami age * toiri hole *
tomake dakbo "
Grrammar*
!• The erb stem /ja-/ , "go", is irregular in the conditional conjunctive*
The stem of the conditional conjunctive is /ge-/*
2. Note that there are two ways of forming a conditional sentence.
2.1* The first is that which v/e have already covered in Lesson 14: the
use of the non-finite conjunctive in the oonditional clause, with an
indicative verb of appropriate tense in the main clause* Remember that
the conditional clause always stands first in the sentence.
2*2. The second type of formation uses the form /jodi/, "if, when".
The position of /jodi/ can be either first in the sentence or following
the subject, depending upon style. Note that when /jodi/ is used in the
conditional clause, the main clause is usually introduced by /ta hole/.
The position of the negative particle in conditional clauses, as in
sentences 4 and 7 .
^er|c
' ■* Hi tiHii
In a conditional clause, whether formed with /jodi/ or by the condi-
tional conjunctive, the negative particle always stands before the verb.
tumi'sekhane na gele'ami jabo na" If you do not go there, I shall
not go.
tumi jodi'sekhane na jao'ta hole’ If you do not go there, I shall
ami jabo na" not go.
4 . Ihere are various ways of making negative nouns and adjectives in
Bengali. Two of the most common are represented in sentences 5 and 9.
4 . 1 . /o/: sombhob "possible"
jana "known"
sustho "healthy"
0 Sombhob
0 jana
0 sustho
This prefix takes the form /on-/ before vowels:
"impossible"
"imknown"
"ill"
acar "conduct"
abossok "necessary"
aeas "labor"
onacar
onabossok
onaeas
"bad conduct"
"unnecessary"
"without labor,
easily"
4.2. /ni-/:rog
"disease"
nirog
"free of disease"
This prefix takes the foimi /nir-/ before vowels and voiced consonants
except /r/. Examples:
jon
akar
"people, man"
"form"
nir jon
nirakar
"without people,
alone"
"formless"
Such forms, however, are mostly found in the sadhu-bhasa. They are found
in the colit-bhasa only as loans.
yoim possible "*^engali sentences
ERIC
286
Lesson 13 > part 3» Patterns *
1. Pattern: sentence 1.
a* If I go home toraorrow, will you be able to go v/ith lae?
b. If I come back tomorrow, will you be able to come with me?
0 . If I do not go home next v/uek, vdll you be able to stay with me?
d. If I am not able to come back tonight, v/ill you come to my
house?
e. If you do not stop on the way to India, \dll you get there
before Lurga-pu.i a ?
2» i-'attern; sentence 2»
a. If you go home tomorrow. I'll go vdth you.
b. If you come back tomorrow. I'll come back with you.
c. If you don't go home. I'll stay here with you.
d. If you cannot come back tonight, i’ll come to your house.
e. If I do not stop on the v;ay. I'll get there before Jurga-pu.ja.
3 . Pattern: sentence 3«
a. If my mother and father are there, will that be an inconvenience
for you?
b. If my relatives come with us, vdll that be an inconvenience for
you?
c. If my brothers also stay with us, will th(it be an inconvenience
for you?
d. If my friend v/ants to come with you, vdll that be fin
inconvenience for you?
e. If you do not get there before i>urga~pu.ia , will that be an
inconvenience for you?
4. Pattern: sentence 4.
a. If it is no inconvenience for them, it vdll be no inconvenience
for me.
b. If it is no inconvenience for your relatives, it will be no
inconvenience for me.
c. If it is no inconvenience for them, it will certainly be no
inconveniencu for me.
d. If he vdll bo ready before eight, it vdll be no inconvenience
at all.
c. If I do not get there before .uurga-^nu.ia , it vdll be a great
inconvenience for me.
o
287
5* Pattern: sentence 5«
a* If they cannot walk, will you be able to take your car?
b* If we walk, will you be able to walk with us?
c« If they cannot take their car, will you be able to pick them up?
d* If he cannot be ready before eight, will he be able to come?
e* If you get there before Pur^ga-pu.ia , will you be able to go to
my village?
6. Pattern: sentence 6.
a* No, but if you make arrangements for a car, I can pick them up.
b. No, but if you make arrangements for a car, I can go with you.
c. No, but if I can make arrangements for a bullock-cart, they will
be able to come.
d. No, but if you can make arrangements for a car, he can come
later.
e. No, if you cannot make arrangements for a car, I shall not be
able to go?
Pattern: sentence ?•
a. If you cannot make arrangements for that, I shall not go.
b. If you cannot make arrangements for a car, I shall not be able
to go.
c. If I can make arrangements for that, they can come afterwards.
d. If you cannot make arrangements for that, he will not be able
to come.
e> If you cannot make arrangements for that, I shall stay in
Calcutta.
7. Pattern: sentence 9«
a. If we eat Indian food, will you be able to eat it?
b. If my relatives eat vegetarian food, will that be an
inconvenience for you?
c. If we do not eat vegetarian food, will you be able to eat with
us?
d. If we eat meat, will you also be able to eat meat?
e. If they eat only vegetarian food, will you also eat only
vegetarian food?
8. Pattern: sentence 10.
a. If you give me Indian food, I shall eat it.
b. If you do not give me meat, I shall eat vegetarian food.
c. If you do not give me vegetarian food, I shall not eat anything.
288
d» If you do not give me vegetarian food* I shall eat meat*
e* If they give me only vegetarian food» I shall eat it*
9* Pattern: sentence 11*
a. If we talk the whole night long, will you be able to stay awake?
b* If we sing the whole night long, will you be able to stay awake?
c* If we dance the whole night long, will you also dance?
d* If we sing the whole night long, will you also sing?
e* If they stay awake all day and all night long, will you be able
to stay awake?
10* Pattern: sentence 12*
a* If you talk the whole night long, I also shall talk the whole
night long*
b. If you sing the whole night long, I also shall sing the whole
night long*
c* If you dance the whole night long, I also shall dance the whole
night long*
d* If you sing the whole night long, I shall stay awake easily**
e* If they dance and sing the whole day and night, I shall stay
awake easily*
Lesson 13, part 4* Sentence Drills:
Use conditional conjunctive and /jodi/ constructions alternatively*
Drill 1
— If I go home at the end of next month, will you be able to come with
me?
— If your wife says that it is all right. I'll go with you* If it is an
inconvenience for her, I won't come*
— If you don't come, it will be an inconvenience for her* She expects
you*
— If she is expecting me, then of course I shall come* How shall we go?
— If I can make arrangements for a car, then we shall go by car*
— If you cannot make arrangements for a car, then what?
— Then we shall go by train*
— If you go by train. I'll meet you there* I do not like trains*
— If you do not go by train, how will you go?
* Either /sohoje/ or /onaease/*
ERIC
289
—I shall go hy plane* If I go "by train* I shall not "be a"ble to sleep
the whole night*
— All right* Then we shall go at the end of next month*
— Good* If you are ready to go "before that* will you call me?
— All right* When I get ready* I shall call you*
Drill 2
— If you come to India* will you come to Calcutta?
— Yes* if I come to India* I shall come first to Calcutta*
— \^en you come to Calcutta* will you visit us?
— All right* If I stay with you*, will it cause you an inconvenience?
— If you stay with us* it will not "be an inconvenience* It will "be a
pleasure for us*
— If I want to stay in Calcutta for a long time* where will I live?
— If you want to live in old Calcutta* you can live on Citpur Road*
— But if I don't want to live in old Calcutta* what then?
— If you want to live in the new city* you can live in Ballygunge*
— If I decide to live in Ballygunge* will I "be a"ble to find a house?
— Yes* But if you want to live in North Calcutta* it will he difficult
to find a house.
Lesson 13* part 3* Vocahulary
sukh happiness
opekkha waiting
mag so meat
•jjren train
rel gayi train
notun new
sukhi happy
Sara whole* complete
purono old
hharotio Indian (adj*)
kise
ki kore
how* hy what means
Idioms ;
opekkhae ach-
opekkha kor-
— soqge dggkha kor-
■jjhik kor-
onek din
he in a state of expectation (with genitive)
wait (with /jonno/* "for"* and preceding genitive)
visit with
decide; fix
many days* a long time
Lesson 16 » part !•
Conversation
'i
Analysis and translation
Bengali
adjective, "past"
goto 5To
"last month"
goto mas 5I0
PAP of verb /ja-/ "go",
base of past completive
tense
gie- fTOJ—
past completive tense
suffix
-chil-
2nd person ordinary
past tense ending
I
CD
"(you; did go"
giechile
A. Hobit where did you go
last month?
A.
-OTSTITJ
robi * tumi goto mase * kothae
,'i:ie chile "
2 .
noun, "vacation" chu-^i
Note: conditional conjunctive plus /-i/ emphatic suffix can mean
"just cj.s, as, since"
"as it began"
lAP of verb /ja-/, "go",
base of ;past comxjletive
tense
past completive tense
suffix
1st person past tense
suffix
"(I) did go"
suru holei
gie- "f*?! (,U“
-chil- —1^“
-urn —
giechilum
291
As I began my vacation
last month, I went to
Delhi. '
3* PAP of verb /son-/, "hear”
base of past completive
tense
past completive tense
suffix
1st person past
tense suffix
"I heard"
B. “p * 1 ;;^ '51^ isrrftT
l22,qp,v) I
goto male ' chuti suru holei *
ami dillite giechilum "
sune- ‘‘fcxTH—
-chil- —
-um
sunechilum
A. I heard that you went
home to Calcutta.
A. dl l jV| OrtT'M <W<J*To1 CO
ami sunechilum .ie ' turni
kolkatate * tomar bari gie chile "
4 . Note: the conditional conjunctive plus /-o/ emphatic suffix
means "even though" or in some circumstances "even if".
"even though they stay"
B. No, even though mv mother B.
and father live in Calcutta ,
I went to wander around
Delhi and Agra .
PAP of verb /bse^’a-/ ,
"wander about, visit", base
of past completive tense
particle, "then, so, if that
be so"
A. Then what various nlaces A.
"" did you visit in Delhi? ^
tar a thakleo 2T 1 ^C«10
TT , srmri
TTWTQ isriT^ crra crrarco
na " amar ma-baba ’ kolkatae
thakleo * ami dilli ar agrate *
baerate giechilum "
beyie- 14
ta ^
wnmi vwm
ta ’ tumi dillite * kothae kothae *
berie chile " ~~~ “
"(it) fell"
idiom: "get hot"
6
poylo
gorom poy-
292
r
"suddenly" ho "that "5^5
idiom: "no more" ar ••• na CTT?r ••• TT
B. Suddenly it got very hot in B. h<J>T1 tidJl (.v3 51^ ‘nvp^j^,
Delhi, and so I did not “ 531^ Srr?r ■R*U t<lvj)rc«fr
wander around much any more » ^ ^ I
ho that * dillite » khuh gorom
porlo * tai amar * ar hesi
hgerano hole na~ "
7* PAP of verb /deekh-/ , "see"
A. Still, which places in
Delhi did you see ?
8. noun, a carriage drawn
by one horse
"in, by"; for this usage,
see Grrammar, 4»
PAP of verb /ghor-/ ,
"tour, visit"
B. I only toured Delhi for
one day in a tonga »
9. A« Did you see the Birla
femple in Delhi ?
10. "enough"
idiom: "have time"
dekhe- TTTW—
A. , vi>o<T'U^?id1 lo WR
“ mu5?T i:'TOrr5R ?
tobu ' tumi dillite * kon kon
.iaega * dekhe chile "
t:opga tsff
kore
ghure- iJo(W“
B. 5rrt^ Sifr
“ »T5?i i
ami kebol askdin * topga kore '
dilli sohor * ghurechilum "
A. TTTWfSCT ?
dillite * birla mondir '
dikhechile ki "
besi
hate somoe ach- hi (.vii 5MJ CTT^ —
B. ^ , TnTO Wit TWn ^ I
B. Do, I did not have enough
~ time.
na " hate * besi somoe chilo na
293
"hour”
post-position* "within”
"within two hours"
"mosque"
B. So I saw the Delhi Port and
the Jumma Has .1 id within two
hours.
11. "other"
A. \7hat did you do on all
"" the other days ?
ghon'ta Sp5t
moddhe
du ghon-^ar moddhe ^WT
mosjid vj>iV\Sih
B. ^ ^ Site wrir^
■“ irronVo^T i
tai » du ghontar moddhe » dilli
nhort ar .jumma mos.iid *
d ekhechiliun "
onno
A. cnrr ^kiTih ?
onno sob din * ki korechile "
12. "remaining"
B. On all the remaining days*
1 sat in the house and r^d
a hook.
15. A. How maJfly days were you
in Agra ?
14- B. I was in Agra only two
”” days .
15. A. \Vhat did you see in Agra?
16. B. In Agra I saw the ga.i Mahal
“ and the Agra Port .
baki <1 l<*T
B. srrtJT <iv5Yt;v 25 wr
^TCv^T^T^ I
ami » baki sob din » barite bose *
a^ta boi ' porechilum "
A. on ail Cv5 ?
tumi agrate » kotodin chile "
B. orrftr ■’TOT ornsnr^ i
ami * mattro du din * agrate
chilum "
A. cmsmra ?
tumi agrate * ki dekhechile "
B. arri^ arm® otsrto srra aw mfr
~ irroifs^ I
ami agrate » ta.i mohql ar agra
nhort * dekhe chilum
f. jir^
‘c^DTiTni srrar wrir^ ’cwr ■c^^rte^rr ?
17 . A. How did you like the A.
“ Agra Port ?
18. "extreme, extremely"
"good, well"
emphatic suffix
"very much indeed"
B. I liked the Agra I'ort
very much indeed*
19 o A. And the Ta.i Mahal ?
20. B. Wonderful J
tomar * agra nhort * kaanon
legechilo "
bes
bhalo oT^
-i
bes bhaloi
B. orr^rr^ crrsrr wr&^
amar * agra phort * bes bhaloi
legeohilo "
A* vSrr^ v3iv5tv|J2.n ?
ar ta.i mohol "
B. I
comotkar "
Lesson 16, part 2» Grammar *
!• The formation and use of the past completive*
1*1* The most frequent use of the past completive tense is to refer to
an action which has been completed before the time stipulated in the
context of the utterance. A rule of thumb for the use of the tense is
that whatever is expressed in Ji^nglish with the use of the auxilliary
"had" is expressed in Bengali by the past completive, as:
ie bayite giechilo" he had gone home
se kaj ses korechilo" he had finished his work
1.2* The past completive is also used to designate an action completed
in the distant past:
se bayite giechilo" he went home (a long time ago;
pae bochor age se he came to Calcutta five years ago
kolkatae esechilo"
1»5* past active participle forms the base of the past completive
tense. I’o this base are added the past suffix /chi-/» the past tense
sign /-I-/, and the past tense personal endings.
ami kine-chi-l-um
tumi kine-chi-l-e
apni kine-chi-l-en
se kine-chi-l-o
tini kine-chi-l-en
I bought, I had bought
you (ord.) bought, you had bought
you (hon.) bought, you had bought
he (ord.) bought, he had bought
he (hon.) bought, he had bought
2* Additional uses of the conditional conjunctive, as in sentences 2
and
2.1. I’he conditional conjunctive plus the emphatic suffix /-i/ can mean,
as it does in sentence 2, "as", "just as", "just when", or "since", 'fhe
conditional conjunctive plus this /-i/ suffix can also mean "if only",
as:
tumi'sekhane jete parlei' If only you could go there, you would
tar ^oi3ge dsekha hobe" meet him.
-or-
As soon as you can go there, you will
meet him.
ami 'car -j^aka pete parlei' If only I could get four rupees, I
boi-j?a kinbo" would buy the book.
2.1.1. Ihe infinitive plus the emphatic suffix /-i/ is in some circum-
stances used in this same way, to mean "as" or "just as". The infinitive
plus /-i/, i.e., /hotei/ could also have been used in sentence 2.
2.2. I’he conditional conjunctive plus the emphatic suffix /-o/ carries
the meaning "even if", as:
»
se ekhane asleo'ami Even if he comes here, I
take'kichu debo na" shall give him nothing.
2.2.1* If the conditional with /jodi/ is used, the emphatic suffix can
be added to the verb form with the same result:
jodi se aseo ' ta hole Even if he comes, I shall
take'kichu debo na" give him nothing.
2.2*2. If, however, the emphatic /-o/ is added to the /jodi/ particle.
296
i
!
the meaning is "even though he comes (i.e., in spite of the fact that
he comes
jodio'se ekhane ase' Even though he comes here,
ami taie'kichu dii na" I give him nothing.
2. 2. 2.1. The morpheme /jodio/ meaning "even though" can be thought of
as entirely different from the conditional morpheme /jodi/, "if". An
indication that this is grammatically sound is that the negative par-
ticle follows the verb when /jodio/ is used, while it precedes the verb
in a clause with /jodi/:
se jodio jae ni'ami Even though he didn't go, I went,
giechilum"
se jodi na jae'ami If he doesn't go, I won't go.
jabo na"
3. Verb stems of shape CVCa- form their verbal nouns by the addition of
the suffix /-no/. The most common of these include:
bseya-no
hara-no
lapha-no
douyo-, douya-no
poucho-, poucha-no
ghumo-, ghuma-no
bSka-no
kamya-no
wander about
defeat; be lost
leap
run
reach, arrive at
sleep
bend
bite
4. The use of the PAP /kore/ in sentence 8.
4.1. The PAP /kore/ is frequently used to form a phrase expressing
means, particularly means of transportation. Other examples:
ie nouko kore ' esechilo" He came by boat,
ami mo'i^or kore'eiechi" I have come by car.
4.2. The locative ending with this usage is optional; you will find
both /nouko kore/ and /noukote kore/ or /noukoe kore/.
4.3* Other PAPs are also used in the same way. Por example:
Se'rasta dhore'jae" He goes along the path.
297
sokto kore
se'^okto kor© ' dliore”
se taie'ohuri die- He killed him by means of a knife,
merechilo
Another usage of /kore/ should he mentioned here, though it will
L mentioned again later- I'hat is the so-oalled adverhxal formatxon.
noun or adjectiv© + /kor©/i
firmly
H© holds it firmly*
jor kor© forcibly
se o-fa'^or kore'kere nilo" He snatched it away forcxhly.
4 .z^.l. In certain oiroumstances the adverbial function of a word is
defined only by its position in the order of words in the sentence:
tumi'kharap gan'gao" You sing bad songs.
tumi gan'kharap gao" Yo^i sing badly (habitually).
IChe use of /kore/ may alter the meaning of the sentence:
tumi gan'kharap kore'gao" ^
to sing w©ll» but ar© not doing i )•
T.Pflflon 16, p^rt Patterns.*
Pattern: i
a*
Robi,
b*
Robi,
c*
Robi,
d*
Robi,
e*
Robi ,
Pattern:
a*
As I
b*
As I
c*
As I
d*
As I
e*
As I
o
298
3* Pattern: sentence 5»
a» I heard that you did not stay in Delhi*
b. I heard that you had gone to Delhi*
c* I heard that you also went to Bengal*
d* I heard that you had lived in a village before*
e* I heard that you had bought a new car*
4* Pattern: sentence 4*
a* Yes* Even though I live in Delhi, they sent me to Calcutta*
b* No, even though I live in Calcutta, I went there this time*
c* Yes, even though I didn't go to Calcutta, I saw Bengal*
d* No, even though I lived in India, I always lived in cities*
e* No, even though I want a new car, I have never been able to
buy one*
5* Pattern: sentence
a* V/hat things did you like in Calcutta?
b* V/hat people did you meet in Calcutta?
c* V/hat places did you go in India?
d* \^hat cities have you visited in India?
e* \/hat other things did you see at the store?
6* Pattern: sentence 6*
a* Nothing* Buddenly it gol; very hot in Calcutta, and I wasn't
able to rest*
b. No one* Suddenly it got very hot in Calcutta, and my
travelling about was hampered*
c* Nowhere* Suddenly it got very hot in Hay, and my travelling
was stopped*
d. ^ Hany* It gets very cool in Delhi, and I always went there in
winter*
e* Hany things* But I had no money, and I was not able to buy*
7* Pattern: sentence 7*
a* Still, did you see any places in the city?
b* Still, did you meet any people there?
c* Still, did you go to many places in Bengal?
d* But did you go to the mountains in the summer?
e* But did you not go to the bank?
299
8. Pattern: sentence 8.
9.
a.
b.
c.
d.
e.
Yes, I went aroimd the Hugli one day by boat.
Yes, I went around the city one day by taxi and saw people*
Yes, I went to Konarok in Orissa by bullock-cart*
Yes, I went to the mountains by train*
Yes, I went to the bank by tram this morning*
Pattern: sentence 9»
a* Did you see the Kali temple in Kalighat?
b* Did you meet any painters or writers?
c* Did you see the temple at Puri?
d* Did you go to Dehra Dun?
e* Did you get some money there?
10* Pattern: sentence 10*
a* Yes, I had time to see that.
b* Do, I did not have time to meet them*
c* No, I did not have time to go there.
d* Yes, I went to Dehra Dun and Mussoorie Cmusuril .
e* No. The bank was closed, and I had no time to wait*
11* Pattern: sentence 11.
a* V/hat did you do on the other days?
b* liVhere did you go on the other days?
c* V/hat did you do for the remaining time?
d. V/hat did you do in Dehra Dun?
e* V/here did you go after that?
12* Pattern: sentence 12*
a* The remaining days I sat on my veranda and slept*
b* The remaining days I sat in my chair and read*
c* The remaining days I went and looked at paintings,
d* I rested and talked with people,
e* I went and looked in some book shops.
15* Pattern: sentence 13»
a* How many weeks were you in Calcutta?
b. How many months were you in Bengal?
c* How long were you in India?
d* How many years were you in India before?
300
e» How long were you in India before?
f. How long were you in the book shops?
14. Pattern: sentence 14»
a- I was in Calcutta only five weeks.
b. I was in Bengal exactly two months and three days.
c. I was in India five months.
d. I was in India almost five years before.
e. I was in the shops about two hours.
15. Pattern; sentence !?•
a. How did you like the trip?
b. How did you like Bengal?
c. How did you like India?
d. How did you like coming home?
e. How did you like the shops?
16. Pattern; sentence 18.
a. I liked the trip very well.
b. I didn't like Calcutta at all*
c. I liked the country very well.
d. I liked coming home.
e. I didn't like the shops very well.
Lesson 16. part 4. Senten ce Brills*
Brill 1
—I did not see you last month* Were you not in the city?
— No ) I went to Calcutta*
— I thought perhaps you had gone there* Bid you see your brother and
sister there?
— No, even though they live there, I did not have time enough to see
them*
— Bid you. see many places in the city?
Uo, if only I get my vacation next month, I shall go back and wander
around the city*
— Bid you like it, then?
— Yes, I liked it very much* But it got very hot in the city and I
could not wander around very much*
501
— Were you able to see the Jain temple?
— No» I had heard about it» and I wanted to go* But I did not have the
time.
— li'/hat did you do there, then?
— When it was not too hot, I worked. V/hen I could not work, I stayed in
my room and read a book.
— How many days were you there?
— I stayed there only three days* Then I went on to Outtack.
Brill 2
— Bid you go to a village for Burga-puja?
— Yes, I went to the house of a friend of mine in a village near Bankura.
— How did you like it?
— Wonderful. The people were very open-hearted and took good care of me,
even though I was a foreigner.
— l(7hat did you do?
— In the morning and the evening we went to the temple. In the afternoon
we often went for a walk.
— There is a Santal village nearby, isn't there? Bid you see the Santals?
— Yes, there is a village there in the jungle. One night we went there
to see a dance.
— And did you hear any Baul songs?
— Yes, one afternoon a Baul came and sang for us. Even though he was
very old, he sang beautifully.
— If only I could collect those Baul songs, people would be able to hear
their sweetness.
— Rabindranath did collect a few* They are beautiful.
Lesson 16, part 5*
Vocabulary.
bidesi
foreigner
soqgraho kor-
collect
madhurjo, mis’tota
sweetness
buyo , briddho
old man
bises
special, especially
ador
love.
prankhola
open-hearted
affection
pran
heart
sit kal
winter
khola
open, frank, candid
porbot
mountain
npurbo
unprecedented.
joqgol
jungle
very wonderful
ebar, eibar
this time
bondho
hindered, stopped,
closed
502
sommondhe
post-position, "in regard to", with genitive
Idioms:
— ke odor jotno kor-
hate besi somoe ach-
somoe pa-
tai na
to take good care of, to treat
with great kindness
to have enough time
is it not so? (note intonation)
Lesson 17 » part 1« Oonversation
Analysis and translation Bengali
!• stem of verb "remain"
past habitual tense
suffix
2nd person ordinary
past tense ending
"(you) used to remain/
live"
A. V/here did you used to
live?
2» past habitual tense
suffix
1st person past
tense ending
"(I) used to remain/
live"
® • I used to live in b yam-
bazar before* l\'ow I
live in Jihowanipur *
high stern of verb
/poy-/> "study"
past habitual tense
suffix
2nd person ordinary
past tense ending
"(you) used to study"
thak- 2TRH
-e -r
thakte 2TRTO
A. isrnr^r T:^JT2nn j2tr^ ?
tumi age ' kothae thakte "
-t-
-um
thaktum
B. srrfti isnT|T »rrrq<i'f^TC'^ i
lOT srmF i
ami age ' samba.iare thaktum "
ri^khon ' bhobanipure thaki "
poy-
-t~ — ^
-e
porte
"university"
A» Ji)id you used to study
at Calcutta University ?
"study for the B*A. "
B. Yes, I studied for the B.
"" B»A» at Calcutta
University *
loan word, "university"
A* At which college of the A*
University did you used
to study ?
name of a college of
Calcutta University,
"City College"
name of a college of
Calcutta University,
"Presidency College"
B* Pirot I used to study at B*
City College, after that
at Presidency College *
A* Bid you used to go to A*
~ see many football games
in Calcutta?
bissobiddaloe T<1^?<I‘H
tumi ' kolkata bissobiddaloe *
norte ki "
bi*e P03T- .d*
•5tr , Qrrf5
■ftr*ui. i
hS " ami ' kolkata bissobiddaloe *
bi*e porechilum "
iunibharsiti
vOo(fw (.<1*1 <J*(,<i(.'5i
?
timi ' iunibharsitir ' kon kole.ja *
porte "
siti kolej r>1?i3
presidensi kolej ISlf?rCv53fl’
srrt^T SESfw fy\f^ ^ ^
OTmw WTO I
ami prothome ' siti kole.ie * tar
Pore ' presidensi kole.ie ' portum
rmv5 IW5 ?
tumi ki kolkatae * khub phuj?bol
khsela * dekhte .jete "
8
505
"often"
emphatic suffix
"very often"
prae Stm
-i -t
praei
B. Yes, when friends went B. "^It , CTHTR TOT T^lt^ CTTpST
with me, I used to go "OTT I
to watch the game very
often *
h^ " bondhura * amar songe gele *
ami praei * khasla dekhte .ietum "
9* loan word, "coffee house";
there are several in Cal-
cutta, very popular with
students and intellectuals
"conversation, gossip"
A. And did you used to go A*
to the coffee house to
talk very often ?
10. "between"
"from time to time"
jB. V/hen I had no more study- B.
ing, I used to go there
from time to time.
11. "vacation, day off"
A. VJhat did you used to do A.
2R vo ur days off ? ""
12. "field", a large common
in the middle of a city
like Calcutta
kophi haus ‘5T3JT
golpogujob
^ VTU3 ?
ar tumi ki praei ' golpogu.iob
korte ' kophi hause ' .jete "
majhe
majhe majhe VJ
^Tv?n?»rrTr snwr srTftr
-umrp^ I
porasona na thakle ' ami ma.ihe
ma.lhe ' sekhane netum "
chu’j^i
chutir dingulote ' tumi ^ ki korte "
moedan
o
B. Wien my sister used to B. XTPTjrW T WCo i5C^ , OTC^
come to see me» I used ISTI'^n:^ TTOJ V|U*i1 ‘Wv^l Cvo I
to take her for a walk
on the maidan .
amar bon » dsekha korte ele » take »
.amar songe nie » moedane basrate
.1 etum "
"heat, hot season" grisso 5^^
A. What did you used to do A. SfhC’SRI 5«TBCvi) \5^ ^5?TCo ?
in the long summer
vacation ?
grisser lomba chutite » tumi ki
korte "
"body"
"be in good health"
hill station in
North India
sorir
sorir bhalo thak- v5T«T 2lT^
Simla fywrr
B. When my mother and father B. gWT?[ TfWf
were in good health* we TWITCvS 'Wv^Uvi) I
used to go to visit Simla *
amar ma-babar » sorir bhalo tha.kie »
simlate basrate .ietum "
idiom: "didn't you?,
isn't that so?"
A* You used to write poetry A*
^ in college, didn't you ? “
noun, "journal", a common
name of journals
compound verb, "be
published, come out"
B* Yes, my poetry used to be
published in the college
loumal very offem
tai na TT
i^wvs , ^ m ?
tumi koleje ' kobita likhte ' tai
n^-n -
potrika
bar ho- ^TKf TSr-
B. ■str , isrnrra •ms "rfimro
“• gnnt :gr?i tost i
hffi " amar kobita ' kole.i potrikate '
praei bar hoto ~"
507
17* A. You used to do other A. Cf'ra ffrf^ ?
things in college ^
didn’t you ?
tumi kole.ie » ar kiohu korte »
naki "
18* B. Yest I used to nlay tennis B
when I got a little time»
and I us-ed to play cricket
often»
19* "job"
"games"
compound verb stem,
"give up, leave"
B. But now I have a .iob »
That is why I have
given UP games .
Lesson 17, part
■^tr , cnirr
,srra gm:j ym i
hge " ami ektu somoe nele * tenis
kheltum * ar prae somoe * kriket
kheltum "
cakri M<K]T
khssiadhuio "cwr^nrwr
cheye de- 7TT~
liRPT STT^TT^ M<k 1T SnT5 1
frots i
kintu sskhon * amar oakri ache " tai
khseladhulo chere diechi "
2 * Grrammar»
!• Formation and use of the past habitual;
1*1* The most common use of the past habitual is that which we have seen
in this lesson — reference to action which was customary in the past;
the tense can be used wherever English can use the phrase "used to".
1.2« The formation of the past habitual is by the high stem of all verbs
except verb stems of (0)VC- shape where the vowel is /a/, and stems of
OVOa- shape. These two types of stems preserve their low vowels. The
sign of the past habitual is /-t-/> which is affixed to the verb stem.
To the tense sign /-t-/ are then added the past tense personal endings.
ken- "buy" ami kin - t - urn
tumi kin ~ t - e
tui kin - t - is
apni kin - t - en
se kin - t - o
tini kin - t - en
khsel-
"play"
ami khel - t - urn, etc
kor-
"do"
ami kor - t - urn, etc.
son-
"hear"
ami sun - t - um, etc.
jan-
"know"
ami jan - t - um, etc.
b 8 eya-
"wander about
" ami baeya - t - um, etc
de-
" give "
ami di - t - um, etc.
ho-
"be"
ami ho - t - um, etc.
kha-
"eat"
ami khe - t - um, etc.
The verb stem /ja-/ is regular, having the stem /je-/ in the past
habitual.
1 . 3 . This tense and the simple past are the only tenses which permit
the formation of the negative with /na/ :
I used to play kheltum
I did not used to play kheltum na
2. As in sentence 4, the Bengali usage is to make /bi.e/ the direct
object of /poy-/» "study (or "read") B.A. ", where English usage will be
"study for the B.A."
Lesson 17, nart 3» Patterns .
1 . Pattern; sentence !•
a. Where did you used to go?
b* Where did she used to live?
c. Where did they used to meet you?
d. Where did you (pl«) used to study?
e. Where did he used to live?
2« Pattern; sentence 2.
a* I used to go often to Kalighat (/kalighaj?/) before.
b. She used to live in Ballygunge before.
c. They used to come to my house, a long time ago.
d. We used to study in that room.
e. He used to live in Calcutta.
Pattern: sentence 5.
a. What part of Kalighat did you used to go to see?
In what part of Ballygunge did she used to live?
c. In what part of the city did they used to live?
d* In what field of study did you (pi*) used to work?
e. In what part of the city did he used to live?
Pattern; sentence 6a*
a* I used to go to see the Kali temple*
"b* She used to live near lariahat (/goyiaha’J;/)*
c* They used to live in Oitpur Road (/citpur ro(^[/)*
d* We used to study Bengali literature*
e* He used to live near the river*
Pattem; sentence 6h*
a* After that I used to walk along the river*
B* After that she used to live near the lake*
c* After living there for ten years > they went to Poona*
d* After that we Began to study Sanskrit (/^oqskrit/).
e* After that he used to live with me most of the time*
Pattern; sentence 7*
a* Bid you used to see many Boats on the river?
B* Did she used to Be aBle to see the lake from her home?
c* Did they used to Be aBle to come Back to Calcutta?
d* Did you used to Be aBle to read Sanskrit well?
e* Did you (pi*) used to meet Sipra often?
Pattern; sentence 8*
a* Yes, when my friends went with me, we used to go in a Boat to
Shalimar*
B.
c*
d*
6 •
Yes, when she lived in that house,
very clearly (/spos-jfo/)*
she used to see the lake
No, when they went there, they didn’t used to come* Back often*
Yes, when we were studying, we used to read very well*
Yes, when my friend went with me, I used to go to her house
ppitnnMifii
mwmmi
510
7» Pattern: sentence 9.
a. Did you (pi.) used to go in the boat often?
b. Did she used to go to the lake often?
c. Did you used to see them very often?
d. Did you (pi.) used to read kavva (/kabbo/)?
e. Did you used to meet her parents often?
8. Pattern: sentence 10.
10 .
a.
b.
c.
d.
e.
vVhen I had no more studying* we used to go from time to time.
\/hen she had no more studying* she used to walk there.
ViHien we had the time* we used to go to see them.
When we had learned enough* we used to read kavva .
v/hen we went there* her parents always used to be there.
Pattern: sentence 11.
a.
b.
c.
d.
e.
What did you used to do on the trip?
v/here did she used to walk there?
Where did you used to stay in Poona?
Where did you (pi.) used to study Sanskrit?
\/hat did her father used to do?
Pattern: sentence 12.
a. \/hen we used to go on the river* we used to read and sleep
all the time. ^
^®®^ there, she used to walk along the lake
c.
d.
./hen we used to go to Poona* we used to stay with my sister.
When we studied Sanskrit* we used to study with a pandit
(/pon^it/ — see vocabulary). ''
v/hen we knew him* her father used to write poetry,
lesson 17* part 4. Sentence Drills.
Drill 1
“-Have you been to Calcutta?
"lt®Caioutla toiveJeUy. ^
At what college of the University did you used to study?
I studied for the B.A. at Presidency Uollege. ii'hen 1 studied for the
11. A. at bt. Xavier’s College.
— Did you like the city?
<umm
mmmimmm.
511
— Yes* V/hen I had no studying? I used to walk through the maidan
(/rnoedaner bhetor die/) and along the bank of the river*
— hid you used to stay in Calcutta during the summer also?
— Ko? when my friends would go with me? I used to go to Darjeeling*
We also used to go to Puri from time to time*
— You used to play cricket in college? didn’t you?
— Yes? I used to play cricket when I got the chance? but usually I had
too much studying*
— Did you used to go to the movies very often?
— ho? not often* Prom time to time I used to take my sister there*
— Did your sister used to live in Calcutta too?
— ho? she lived in Delhi* But she used to come to Calcutta often to see
me*
Drill 2
— V/e used to be able to buy a seer of rice for four annas* Do you
remember?
— Yes? I remember* Prices are not what they used to be (i*e*? what
price was? now that is not)*
— And we used to be able to buy a silk sari for fifteen rupees*
— Yes, \^hen we used to live in the village? things were much cheaper*
— We used to sit on the veranda? in our village house? and people used
to come and talk*
■--"Yes? the '-^Id men used to gossip incessantly*
— They used to say that the old days were good? and that modern times
are bad*
— They used to tell stories from the Ramavana (/ramaeon/) and
Mahabharata (/mohabharot/) *
— Yes? I used to like those stories* But in the village we did not used
to be able to go to the movies*
Lesson 17? part 5* Vocabulary*
bibhag
sujog
cal
jinispottro? jinispcttor
jinis
pottro? pottor
kagojpcttro? kagojpcttor
ci'jjhipcttro? ci'fhipcttor
golpo
department? division
chance? opportunity
rice (husked rice)
things (in general)
thing
suffix? "and such"
papers and other such things
letters and other such things
story
bortoman (somoe)
nouko
lek, dighi
bhromon
ser
present (time)
boat
lake
trip
seer (about two pounds weight)
bas kor-
golpo bol-
golpo kor-
mone rakh-
live (make dwelling)
tell a story-
gossip
remember
purono din
olden times
spos-^o, posi^o
sosta
koek
ponero
clear, clearly
cheap
a few, several
fifteen
Sob somoe
praei
all the time, incessantly
usually, very often
pon(3liter kache
baeyate (gie)
Esk ser cal
with a pandit (scholar)
(going) on the trip
a seer of rice
Lesson 18 > part 1» Oonversation
Analysis and translation Bengali
high stem of verb
/po?-/» "read"
past tense suffix
2nd person ordinary
past tense ending
past continuative,
"you were reading"
A. John> what hook were A*
you reading ? "
noun» "novel"
high stem of verb
/ dsekh-/» "see"
past tense suffix
1st person past
tense ending
past continuative,
"I was looking at"
B. I was looking at a B.
Bengali novel* “
interrogative pronoun
stem, "who"
"whose, of whom"
verb stem, "write"
po];’-
-chil- — 1^-“
-e -X
poychile
^ ?
.iou * tumi * ki boi porchile "
uponnas @<T*Tn7T
dekh-
-chii- — ■fer—
-urn
dekhchilum
eni^ ijrrdt r>i i
^i 33kta ' banla uponnas '
Aekhchilum "
ka- ^
kar <FT?r
lekh- X^-
verlDal noun/adj ective
"writing, written"
"written iDy whom"
lekha
kar lekha "C^TT
A. Who wrote the novel you
” were looking at?
A. ^T?r ?
kar lekha unonnas * dekhchile "
name of a 19 th century
Bengali novelist
name of a Bengali novel
B. It was Anandamath, writ-.
” ten hv your Bankim-hahu *
"is it not so?"
A» You read Bengali hooks,
don't you ?
a stem of irregular
verb "go" (/ja-/)
an adjectival suffix
"gone, past"
high stem of verb,
"learn"
B. Yes, in the nast two years B.
I have Been learning a
little Bengali*
1st person present of
stem /daekh-/ , "see";
"I see" or "let me see"
question marker
negative
"whether or not"
hoiQkim
anondomo^h d i
■(.vDivii ra i
tomader honkim hahur lekha '
anondomoth "
naki
tumi ' hanla hoi poro J^aki "
go-
-to
goto 510
sikh-
•sTt , -510 ^
o WT 1
hae " ami » goto du hochor * ektu
hanla hhasa ' Sikhchilum "
dekhi
ki
na TT
kina
315
Bo So I thought) "Let me see B
"" whether or not I can read
the writing of Banlciin-hahu o "
7. untranslatable particle
which transmits a feeling
of condition or doubt on
the part of the speaker
"strike, or seem or be
difficult (for)"
A. I think that his writing A.
“ will be a little difficult
for you #
80 - Bo V/hy do you say that ? Bo
<TTT?r WTT ?
tai * bhablum .ie * dekhi * bonkim
babur lekh ' a ' norte pari kina "
to Col
sokto lag- (with genitive)
»Hgv?rr5T-
crwra w ^ or?r xmr
VSrm I
amar to ' mone hocche .ie * tar
lekha ' tomar ' ektu sokto l^be "
^r:^Tr w ?
kaeno bolo to "
9« "because"
"Sanskrit"
noun, "word"
noun, "use"
compound verb, "use"
A. Because at the time when A.
Bankim was writing, almost
all the writers were using
Sanskrit words*
karon
soqskrito
sobdo
baebohar ^rT^*5T?r
baebohar kor- <M<liira
Tirol "ctt Jiror
gnn m <raTropr i
karon ' .ie somoe ' bonkim likhchilen *
§e spmoe * prae sob lekhok *
§ori6krito sobdo * baeboliar
korchilen " ”
10. B. That is why I was find- B* ^ QW?1 do I
“ ing the book so hard .
tai * boita ' amar a;to sokto '
lagchilo "
316
11. adjective, ’’current"
name for colloquial
Bengali language
adjective, "pure"
name for literary
Bengali language
"or"
A» \fiien you were learning
" Bengali, were you learn -
ing the colloquial of
the literary language ?
12* "two, hoth"
emphatic suffix
B. I was learning both the
"" colloquial and the
literary language .
13« A. Look, if you leam a
"" little Sanskrit it will
h e very expedient for you»
14* noun, "India"
stem of. verb, "go"
ast tense suffix
with vowel-stem verbs)
lat person past suffix
"I was going"
"another"
ijective, " cultivated"
"person"
"gentleman"
colit
colit bhasa ofsivo oWT
sadhu
sadhu bhasa
na, ba TT , ^
A. 0;^ OTT oW ©2K
©wr TT TTI^
Qw ?
tumi .iokhon ' banla bhasa sikhchile *
tnkhon ' tumi ki ’ oolit bhasa
sikhchile » na §adhu bhasa
sikhchile "
dui ^
-i
B. mm ^ pPif^^ i
ami ’ oolit o sadhu bhasa * duii
sikhchilum "
A. vn , v5;;;i^ ^ r-w m
“ TT^snrRi ^ i
daskho * tumi jodi * ektu sonskrito
sekho * ta hole tomar * boro
§ubidhe hobe ’’
bharot, bharotborlo ST?F5 , oT?R55l^
ja- JTT-
-oohil-
-urn
j’acchilum
ar sek {5fT?I
bhoddro . ^
3,uk WT^
bhoddrolok SBEill«TTR*
$
\
ta ^
ta.i
" that'*
"that (emphatic)"
1* When I was going to India
last year< another Ben -
gali gentleman told me
the Sfljne thi-np; .
15* A. Why were you going to
India last year ?
16* "speech* address"
B. lo give speeches in
your country .
17* post-position, "con-
ceding" (preceding
genitive optional)
A* To give speeches about
America?
18* stem of verb, "read"
causative stem of verb
"read" (i.e., "teach")
past suffix ( with
vowel stems )
1st person past suffix
"I was teaching"
"connection, relation"
post-position "in regard
to, about" (preceding
genitive optional)
B. 5IS ^ crrfsT WT
^ era 0 5 X^1 <^
I
goto bochor ' ami .iokhon *
bharotborse .iacchilum ' tokhon *
ar 8^.1 on banali bhoddrolok » taTi
bolchilen "
A. OT viojTvi 5K3 m ■ft®
ta tumi 'goto bochor '
.bharotbor&e .iacchile kmio "
boktrita
B, rOTTnra rrc*T fro i
tomader dele boktrita dite "
biloe tmn
A- erraf?T<ra' ■ftran ?
amerikar biloe » boktrita dite ki "
poy-
poya- <T(5T-
-cchil- -fi^-
-um
poyacchilum
sommondho
sommondhe
518
B. Yes. I was teaching B.
( ab ou t j Am e r i
literature.
19. "wish, desire"
"government"
B. 'lhat is why the govern - B.
ment*s wish was that I
give a speech about that .
2C. "whereabouts, in which
different places"
A. In which different places A.
“ in India were you giving
speeches ?
21. "the greatest, the most"
"of the greatest"
"part, portion"
"the majority, the
greatest part"
B. Ihe .;reatest part of the B.
“ time I was giving speeches
in Calcutta itself.
22. A. How did you like Bengal ? A.
23* "extremely"
"special, particular"
function wordj see
Grammar , 3 •
%T , crrirr
I
hS " ami * amerikan sahitto
sommondhe * poracchilum "
icche tew
sorkar
tai * sorkarer icche chilo * ami oi
bisoe ' boktrita dii "
kothae kotliae WmTI
wmn x^rm
^
tumi bharot borse * kothae kothae ’
boktrita dicchile "
besi
bosir
bhag 0T5T
be sir bhag
3Trf^ TO? vi)l (. 0 ^
I
flTnj * besir bhag somoe * kolkatatei *
boktrita dicchilum "
OT 'm ^rr^rT^x^rr ?
ta ‘faoMar * banla des * kganon
lagchilo "
bhari STXll'
bises "f^X^
kore <l^r?r
519
"especially"
B. I think that Bengal is an B.
extremely beautiful place »
esTPecially Calcutta city »
24» "mouth"
A. I like very much to hear A*
this (v/ordj from you~r
mouth*
biles kore T<1 1*^15
srnrra wr or#
OT151T I *r^ i
amar mone hoe .ie * baqla del * bhari
sundor .iaega ' bises kore ' kolkata
sohor "
mukh
vov^ ^ V2Tu^ d wr srnTT?r
o l ^T «TT^l (.^ I
tomar mukh theke * e kotha lune *
amar bhari bhalo lagche "
Lesson 18 > part 2« Grammar*
1. (Che formation and use of the past continuative*
1.1. (Che use of the past continuative (sometimes termed past imperfect)
is to indicate that an action had begun in the past and was continuing at
the past time referred to by the speaker. A rule of thumb is that
wherever the fom "was/v/ere ...ing" is used in English, the past continua-
tive is used in Bengali. (Thus;
lunchilum
dekhchile
khelchilo
"I was listening"
"you were looking"
"he was playing", etc.
1.2. fhe tense is formed by the addition of the past tense suffix and
past personal endings to the high stem of the verb, except where the
stem-vowel is /a/ or the shape of the stem is OVOa-. vi/liere the stem-
vowel is /a/ and where the shape of the stem is CVCa-, the low stem is
retained. (Chus;
Ion- "hear" ami lun-chil-um
tumi lun-chil-e
tui lun-chil-i
apni lun-chil-en
le lun-chil-o
tini sun-chil-en
pheel- "drop" ami phel-chil-um, etc.
bos- "sit" ami bos-chil-um» etc.
/a/-stems retain their low forms;
jan- "know"
as do OVOa-s terns;
jana- "cause to
know"
sona- "cause to
hear"
jan-chil-um» etc.
jana-chil-um, etc.
sona-chil-um, etc.
1»3* CV-stems follow this same pattena; all stems are high except where
the stem-vowel is /a/. CY-stems, however, also double the /-c-/ of the
/-chil-/ suffix;
ne- "take" ami ni-cchil-um, etc.
ho- "become" ami ho-cchil-um, etc.
ja- "go" ami ja-cchil-um, etc.
2. formation of verbal adjectives, as in sentence 3.
2»1* Verbal adjectives may be identical in form with verbal nouns; only
their syntactical function separates the two classes. Some examples of
verbal adjectives;
e'amar hate lekha boi"
akas kalo kora dhoa"
o*j?a'kharap lekha boi"
e“^a'bhalo aka chobi"
this is my hand-written book (this book
is written by my hand (i.e., in my hand-
writing))
the smoke making the sky black (i.e., the
sky-black-making smoke; /akas kalo kora/
is an adjectival complex modifying
/dhoa/. )
that is a badly written book (extremely
colloquial)
that is a well painted picture (extremely
colloquial)
2. 2. It should be mentioned that there is another type of verbal
adjective, which functions somewhat differently syntactically. This
second type of formation is much less frequent (except in certain
stylized idioms) than the one above* Note the sadhu—bhasa vocabulary
in the following examples:
e boi ' amar hosto likhito ” this book is written by my hand
o boi'j;;a*mondobhabe likhito” that book is badly written
2* 2*1* 'fhis form is called in traditional grammars "past .passive
participle"; it should be noted that the construction /akas kalo kora
dhoa/ cannot be transformed in this way; "past passive participles" form
a limited class in modern spoken Bengali*
3* Function word /kore/ » as in sentence 23*
3*1‘ It should be noted that in this situation, as in that mentioned in
lesson 16, the foimi /kore/, while it has the same form as the PAP of the
stem /kor-/» "do", does not act in the same way* A PAP has a verbal
function in a sentence:
se kaj kore'gselo" He did the work and went*
se bayite phire'boslo" He returned home and sat down*
The function word /kore/ occurs either in immediate relation as a noun:
Se nouko kore 'ale" He comes by boat*
or, as in the present case, as an adjective:
se biles kore ' sohor-j?a' He especially likes the city*
pochondo kore"
se sokto kore'dhore" He holds it firmly*
Lesson 18, part 3* Patterns *
1* Pattern: sentence 1.
a* V/hat picture were you looking at?
b* v/hat song were you listening to?
0 * V/hat stories were you reading?
d* V/hat songs were they singing?
e* Vfnat novels was he reading?
522
2» Pattern: sentence 2*
a. I was looking at a picture iDy a jiengali painter*
Id. I was listening to a song iDy a Bengali writer,
c. I was reading some Bengali short stories*
d* Phey were singing some Bengali songs,
e. He was reading some Bengali novels*
5* Pattern: sentence 5*
a* Jho painted the picture you were looking at?
h. \Vho wrote the song you were listening to?
c. i/ho wrote the stories you were reading?
d* V/ho ^^rrote the songs they were singing?
e. \/ho wrote the novels he was reading?
4* Pattern: sentence 4*
a* It was a picture painted hy Jamini Roy.
h. It was a song written hy Rabindranath*
c. Tney were stories written hy different people,
d* 'Ihey were songs written hy kaviwallas (/kohioala/) *
e* They were novels hy Baratcandra (/sorotcondro/) »
5* Pattern: sentence 5*
a* You like Bengali pictures, don't you?
h* You like Rabindranath's songs, don't you?
c. You have studied Bengali a lot, haven't you?
d. You listen to all kinds of folk songs, don't you? *
e* You can read that kind of Bengali, can't you?
6* Pattern: sentence 6*
a. Yes, for the past ten years I have been studying Indian painting.
h. Yes, for the past few years I have been listening to many
Indian songs.
c. Yes, for the past six years I have been studying Bengali.
d. Yes, for the past twenty years I have been listening to folk
songs.
e. Yes, for the past several months I have been learning to read
ladhu-bhasa*
Pattern: sentence 6.
325
a. So I thought, "Let me see whether or not I like Bengali
painting* "
b* So I thought, "Let me see whether or not I can like
Rabindranath's songs.”
' c. So I thought, "Let me see whether or not I can read short stories
easily. "
d. So I thought, "Let me see whether or not I can understand
kaviwalla songs."
e. So I thought, "Let me see whether or not I can read Saratcandra' s
writing. "
7* Pattern: sentence 7 .
a. I think that you will like Bengali painting very much.
b. I think that you will like Rabindranath's songs very much.
c. I think that you will read these short stories easily.
d. I think that these songs will be a little hard for you to
understand.
e. I think that his writing will be very difficult for you to read.
8. Pattern: sentence 8.
a. V/hy do you think that?
b. \7hy do you do that?
c. VJhy do you say that?
d. v^hy do you say they will be difficult?
e. V/hy do you say that it will be hard to read?
9 . Pattern: sentence 9*
a. Because at the time when modern painters were learning, many
painters were using folk art.
b. Because when Rabindranath was writing songs, he liked folk songs
very much.
c. Because when writers write short stories, they often use colit -
bhasa .
d. Because the poets who wrote those songs were not often educated
people.
e. Because v/hen oaratcandra v/as writing, many writers v/ero using
difficult language.
10. Pattern: sentence 10.
a. I like folk art. That is why, when I v/as looking at the !
picture, I liked (i.e., "was liking") it very much. ''
b. I like folk songs. That is v/hy, when 1 v/as listening to
xiabindranath ' s songs, I liked them very much*
o
c. That is why? when I^was trying to read the stories, I was
finding (use /lag-/) them so easy.
d* That is why, when I was listening to the songs, I was not a.hle
to understand the language.
e. That is why, when I was looking at the hooks, I was finding
(use /lag-/) them hard to read.
Pattern: sentence ll*
a. When you v/ex*e studying painting, were you studying ancient or
modern painting?
h. \^hen you were studying folk songs, were you studying Indian
or European folk songs?
c. V/hen you were studying Bengali, were you studying the colloquial
or the literary language?
d. V/hen you were learning Bengali, what kind of Bengali were you
learning?
e. V/hen you were studying sadhu-hhasa , whose writing were you
studying?
Pattern: sentence 12»
a. I was studying ancient and modern painting.
h. I was studying both Indian and European folk songs.
c. I was studying both the colloquial and the literary language?
d. I was studying only the literary language.
e. I was studying Bankim-candra.
Pattern: sentence 13*
ao If you learn a little about Indian sculpture, it will be very
helpful to you.
b. If you learn a little about Indian classical music, it will be
very helpful to you.
c. If you are studying the s adhu-bhas a , learning a little Sanskrit
will be very helpful to you.
d. If you are studying the colit-bhasa , speaking the language will
be very helpful to you.
e. If you want to learn the literary language, studying a little
Sanskrit will be helpful to you.
Pattern: sentence 14*
a. \/hen I was in Calcutta last year, my professor said the same
thing to me.
b. \/hen I was studying music, my teacher said the same thing to me.
c. V/hen I was living in Bengal, my friends said the same thing to me.
525
W
d. When I was going to India, many people said the same thing to
me*
e» When I was studying Bengali, other people said the same thing
to me*
15* Pattern: sentence 15*
a* What were you doing in Calcutta last year?
b* Where were you studying Indian music?
c* Where were you living in Bengal?
d* When were you going to India*
e* Why were you studying Bengali?
16* Pattern: sentence 16*
a* The government was sending me there to teach at the University*
b* The government was sending ^^6 "to Madras to study music*
c* The government was sending me; therefore I was living on Park
Street*
d* The government was sending me to India last year.
e* The government was sending me to study; also, I wanted (i*e.,
was wanting) to read Bengali literature*
17 . Pattern: sentence 17*
a* I’o teach about folk art?
b* '-Co teach about folk music?
c* The government sent you to study the language?
d* They were sending you to learn Bengali?
e. They were sending you to study only Bengali?
18* Pattern: sentence 18*
a* Yes, I was teaching a little about folk art.
b. Yes, I was also learning to play the vina (/bina/)*
c* Yes, I was studying the language axil the literature*
d* Yes, I was also teaching a little*
e* No, I was studying other languages also*
19 . Pattern: sentence 20*
a* In what different places were you teaching?
b. What other instruments were you learning to play?
c* In what various places were you living in Bengal?
d* In what various places were you teaching in India?
fmmmmrnsiimm
mmm
526
e. \7hat other different languages were you studying?
20. Pattern: sentence 21.
a. The greatest part of the time I was teaching in Calcutta itself.
"b. The greatest part of the time I was learning to play the
vina itself.
0 . Tbe greatest part of the time I was living right in Calcutta.
d. The greatest part of the time I v;as teaching in Calcutta
itself.
e. The greatest part of the time I was studying Bengali; I was
learning a little Hindi also.
21. Pattern: sentence 22. (use past continuative)
a. How did you like Calcutta?
B. How did you like playing the vina ?
c. How did you like living in Calcutta?
d. How did you like teaching in India?
e. How did you like learning Indian languages?
22. Pattern: sentence 25*
a. I think that Calcutta is a wonderful city, especially at night.
I think that all Indian instruments are beautiful, but
especially the vina .
c* I think that all Bengal is beautiful, but especially Calcutta.
d* I think that teaching is wonderful, especially in India.
e. I think that learning all languages is hard, but especially
Indian languages.
lesson 18, part 4. Sentence Brills .
Drill 1
— V/hat were you doing v/hen you went to India last year?
— I was studying Indian languages, especially Bengali.
— Before going, were you studying Bengali in the United iitates?
—Yes, I was studying Bengali for about two years before going.
— \/here were you living for most of the time when you were in India?
— I was living most of the time in Calcutta, though I was able to go
from time to time to other parts of the country.
— Which parts of the country did you like particularly?
— I particularly liked ijengal. 1 was able to speak with people in
o
527
Bengali and to read the literature.
— \7ith whom were you studying?
— I v/as studying with Professor Sen» at Calcutta University*
— How long were you woi’king with Professor Sen*
— About a year. I was learning a great deal? ai:.d I was having wonderful
fun? but then I became ill*
— Why? V/ere you eating bad food?
— Perhaps, v/hatever other people were eating? I ate.
why I became ill.
Haybe that is
Drill 2
— V/hat were you doing when I came in?
— I was working on my book.
— V/hat book are you writing?
— 1 am writing a book about religion in India? especially Bengal.
— You were doing work on the Saktas (/sakto/) when you were in Bengal?
weren't you?
Yes? but I was also reading the biographies of Oaitanya (/coitonno/)
and the Vaisnava nadaboli (/boisnob podaboli/)*
—1 have heard people say that Vaisnavlsm (/boisnob dhormo/) ruined
Bengal, ^/hat do you think of that?
—I have also heard people say that Vaisnavas are too n
People say that those who do not eat meat? etc. ? do not fight well.
—Do you think that this is true?
1 don't know. People say that the terrorist movement against the
British was the work of the Saktas.
— But I do not
think that anyone has
ever proved that? is that not so?
— I do not know whether or not anyone has tried to
someone does? W3 will not khow for certain.
prove it. But until
lesson 18? part 5*
Vocabulary.
mar kin jukto
ras'yro
United States
of America
sthapotto
uccaqgo
songit
sculpture
classical music
rnajhe majhe?
6nmoe 6nmoG
from time to time
sikkha
sikkhito
education
educated
bibhinno
ai rf front?
various
dhnrmo
jiboni
religion
biography
onnd
other? different
santipprio
peace-loving
andolon
movement
328
Idioms:
onek kichu a great deal
jokhono until
por jontoj
jotokkhon
niscito bhabe for certain,
certainly
^ontrasbad
sontrasbadi
podaboli
dhoqso kor-
nos'^o kor-
proman kor-
ces'l^a kor-
bbab-
biruddhe
terrorism
terrorist
Vai^ijava religious
lyrics
(to) ruin
prove
try
think
post-position, "against"
Lesson 19 > part 1»
Conversation*
Analysis and Translation Bengali
"worthless, rotten,
insignificant" haje <3TC'Si
Note: when refering to "your city", "your country", etc*, the
plural of "your" is always used*
A. Amiyababu, your Calcutta A*
is a very miserable city *
stem of verb, "come"
past conditional suffix
honorific personal
ending
"if you had come"
" such"
high stem of verb
/bol-/» "say"
past conditional suffix
honorific personal
ending
"you would have said"
£• Hr* Smith* if you had come B*
to Calcutta fifteen years
ago* you would not have
said such things *
, STFPTTTO ^
W I
omiobabu ' annader kolkata * boro
ba.ie sohor "
as- \5TPf-
— t— —
-en -T ^
jodi asten crPTC^
asmon C5H
bol-
mm * 1 ^ mm
-en -T ^
bolten
1^^?T2Prrw , ^ cnr^r
isrT>nrv5^ dm
smithsaheb * jodi * ponero
bo chor age * kolkajbae asten * ta
hole • frmon kothai bolten na ''
rnmmmm
o
ERIC
530
noun or form of address,
"gentleman" or "sir"
"even if I had come"
mosae Will
ami asleo vSTfi^
A* Uo sir, even if I had come A* KT <l^‘d CTHT'?! <j^‘ToTTO
to Calcutta fifteen years ” 03 (,«Tf (,<3^ ol I
ago, I would have seen
that same crov/d of peonle *
na mosae * ponero boohor age *
kolkatate asleo ' oi lolier hhir
dekhtum "
"rotten, putrid, sticky"
poca
A* And this sticky heat
would have been here.
A. i5rr?r ^ J2rr<i*x^ i
ar ei pooa gprom * thakto "
4.
loan word, "partition"
"be partitioned"
par*j?isan 1
par'fisan ho- ’5-
Note the position of the negative particle in the conditional
clause.
B. Ho sir. If the country
~ had not been partitioned ,
you would not see such
crowds of people .
B. ^ :^rrr?r , wf ^1"^ <ni1^Fr ^
- ^ ^ wnr^ ^ I
na sar " des nodi » partisan na
hoto * ta hole * asto loker bhir *
dekhten na "
5.
loan word, "refugee"
rephiuji
A. g)hen is that crowd all A. d ?
of refugees ?
t a hole ' oi bhir ki * sob
rephiu.jider "
6 .
"thousand"
"thousands and thousands"
noun, "refuge"
"take refuge"
ha jar 10W?I
ha jar ha jar iTTSTra -TTSTra
assroe STCT
assroe ne~ dfT503
mimmm
%
551
13 ^ -ni»i <Trfi3^ ■5Tisrra,,'5rsrra
B. 1-Hin the couiitgy waa B. ;CTT^ dCT aTSH tTOTCS
~ naT-tltioned. thousaads .- ana WWexsi
•hhnusands of refugees c-ai^
to Oalcu-tta 'an d have tali.sn
refuge here *
'* Aes. uartisan hol e » ha^ar
hanax rer)hiu.1i * kol-fcatate- e3e_
assroe nieche
8 .
"•then, in tiiai; case"
emphatic suffix
"even then"
"that kind, in that way"
"filthy"
»so filthy"
A* “But siri even if the re::i
-Fiij^ eea had not conie ^ youx
H:lFl?ould he so fjJ^ *
"how"
B. Ttow can you say that?
i>a hole OT "OT
-0
•ba holeo OT
oi rokom 01
noi3ra (.*Tr^?rr
oi rokom noqra 01 TTr\?rr
4 t<i 3 5WTO , ^ /n ~ y - ^ijgr
! 5 v TiWO 5TPH1 i-'ll
Qrr<*'c^r i
kintu mosae * rep hiu.iixa
aato » ta holeo ' apnader sohor —
oi rokom nonra * thakt^ "
ki kore
ta » ki kore < holchen "
-a ,<i?5 T«Tnr<l^ ^ 053
B. If there were not -g 2* I
crowd of peoplo, Oaloutta
would no-t Be 30 I’iltlji!:- no. -Kole ' tolteata
•5'.1inr ' foto uoora hotol^
honorific imperative,
"look, please look"
"hahit"
" perhaps "
"more, in addition"
'»a little more"
"clean"
dekhun
olihhes ohhh83S OT5TIf , v30TTIT
hncto uvil>r
ar 5Tr?r
ar ek^u
poriakar ViWhI
"clGan ^ — j-
nf /.imader/ indicates that tiie speaker wants
tf?0 oonklo?er?o.fote hom 'the hearer- 0 oouoern; etudonte
should he wary of using such a form*
o
ERIC
A. Look 5 if vour Bengalis did A.
not have so in^y bad habits?
nerhans the city would be
a little cleaner*
’’only"
B. V/h-y only Bengalis ? B.
nounj "state, place"
verb stem, "abandon,
leave"
B. If people of other places, B.
would abandon their bad
habits ^ the cxty would
become cleaner*
"street"
"bull"
verbal noun, "walking,
mov3 ng"
noun, "prevention,
hindrance"
compound verb,
"prevent, stop"
"genteel, civilized"
, srmTTFr?!
TT?rpr iysrnr ^ ai<rcor ^
dekhun ' annader banalider
kotokgulo kharap obbhoBS » .iodi na
thakto ' ta hole hoe to » sohorta i
ar ektu noriskar hoto "
sudhu
sudhu bapalira kggno "
prodes
chay-
c^n - ^ r ^ v2frr=i?r =5rr?rm
v5 fv:^rr >fiT <; ; wr *T5?ibT
sfTc^rr ^rT?i%?i 2rr<TOr i
onno erode I er lokera V iodi tador
kharap obbhacsgulo * chartp I _ta
hole « sohorta ' aro pori6kar,_L
thakto "
rasta ?Tf3fT
lay tr^
cola 15fTT
bondho ^
bondho kor-
bhoddro m
i wmmrn
mmmm
iipM
y ....... .. T
353
2 >
A. Still > sir» if you would
prevent the wandering of
bulls about the streets ,
the city would become a
little civilized *
A. , ^PTiTf , iSTR^rrar
" trc^ WTT ^ <H\L^ ^ *T5^
o5 I
tobe mpsae * apnara .iodi * rastate
sarer cola * bondho korten ' ta
hole ' sohorta * ektu bhoddro
hoto "
12» nounj "side"
"side by side"
negative prefix
"uncivilized"
B. Look» v/e don't consider
that walking side by
side with bulls in the
street is uncivilized*
pas
pasapasi 'TPTPTT't*!
0- vS—
obhoddro oioh.
B. X cnwr trw
■" -TPTr'TTT^ ^TITT ^ 1
dekhun ' ^ra | aarer songe '
rastae pasapasi cola ' obhoddro
mone kori na "
13* "can you say> can
you imagine"
generalizing nomina-
tive suffix
"people (in general)
"bulls (in general)"
bolte paren 'TTC^
-e -77
loke (.«1 1 (.<?
saye 9i (.vjp
A. Pan you imagine > if bulls A.
wandered about the streets
of New York or Paris < what
people would say ?
<7'IT?R , ^
^rrrfro^ ^iK5'i]ro cvpt
bolte paren » sare .iodi » niuiork
ba pseriser rastate * ghure bssrato *
ta hole * loke ki bolto "
14, B. I don't know what people
would sav> sir *
B. PTTW ^ t i
loke ki bolto ' .iani na sar "
nounj "gentleman"
nounj "European lady"
compound nounj "ladies
and gentlemen"
saebj saheb -Hi <*^<3 »
mem 0^^
saeb-mem
mm
jgttill
mi
33k
verb stem, "run"
verb stem, "flee"
compound verb j
"run to escape"
B. But I think that if tliey_ B.
saw a bull in Bew York,
the ladies and gentlemen
would run to escape*
verb stemj "standj
stand around"
noun, "fun, amusement"
compound verb, "be amused,
look on with amusement"
B. And in Paris, the people B.
would probably stand
around and be amused*
cho-j?-
pala- 'TT'Tr—
chui^e pala- 'TRT—
brr^TT?r vn >ii w<i-(.ucvi^r
tobe ' amar mone hoe ,1e I
saeb-memera * niuiork sohore ' say_
dekhle » chute nalato "
daifa- 1 lAbr—
mo ja vjvSiT
moja daskh-
orra 'TrrftnrH '^vot <.«ii (.<i^r %'Tvp(.y
PiTOdT I
ar nasrise hoeto * lokera dayie *
mo.ia dekhto "
Lesson IQ^ nart 2» grammar.
!• formation and use of the past conditional tense*
1*1* The past conditional is formed by the addition of the sign /-t-/
to the high stem of verbs except verbs of CaC- and CVCa- shapes* The
personal endings are identical with those of other past tenses
Stem
ken-
khsel-
son-
(jloss
"buy"
"play"
"hear"
Past conditional
kin - t - um
kin - t - e
kin - t - is
kin - t - en
kin - t - 0
kin - t - en
khel - t - um, etc*
sun - t - um, etc*
535
kor-
de-
pa-
"do"
"give"
"get"
kor - t - •um» etc
di - t - unij etc*
pe - t - um> etc.
But
jan- "know"
jana- "cause to know"
daekha- " show"
khasla- "cause to play"
jan - t - um> etc.
jana - t - um, etc.
daekha - t - urn, etc
khasla - t - urn, etc
1 . 2 . ^Dhe past conditional is identical in form with the past habitual
tense, hut functions differently. It is used to express past action
which was not realized;
1.3. The past conditional may he used on two types of constructions:
1.3.1. V/hen the conditional clause of the sentence includes the condi-
tional particle /jodi/. When /jodi/ is used, the past conditional is
used in both clauses of the sentence; the second clause of the sentence
is introduced by /ta hole/ :
If he had given me the book, se amake’jodi boi-j^a dito'
I would have read it. ta hole' ami' o-j^a po^-tum"
1.3.2. When the conditional aspect of the sentence is expressed by the
non-finite conditional conjunctive stem-le. Since the conditional
conjunctive is non— finite, the tense of the sentence is carried wholly
by the finite past conditional verb in the second clause.
If you had come before ,
I would not have gone.
apni jodi'age asten'ta hole 'ami
jetum na"
If he had given me the book,
I would have read it.
se amake 'boij^a dile'ami o’ta
poytum"
357
f-
1
Lesson 19 > part 3* Patterns*
1. Pattern: sentence !•
a* Your city is a very beautiful place.
b. Your Bengali conversation is very good*
c. The habits of Bengalis are very good*
d* Your room is very dirty.
e. Your country is very uncivilized.
2. Pattern: sentence 2*
a. If you had not come in the summer time, you would not have
said such things*
b. If you had heard me in class today, you would not have said
such things.
c. If you had lived in Calcutta, you would not have said such
things.
d. If my wife had cleaned it today, you would not have said such
things.
e. If you had come before the partition, you would not have said
such things.
3* Pattern: sentence 3 *
a. Even if I had uome in the winter time, I would have liked the
city.
b. Even if I had heard you in class, I would have liked your
Bengali conversation*
c. Even if I had lived in Calcutta, I would like Bengalis.
d* Even if she had cleaned it today, it would have been dirty.
e. Even if I had come before partition, I would have thought
(use /bhab-/^ i't uncivilized.
4* Pattern: sentence 4*
a. No, sir. If you had come in the winter, you would have been
very cold.
b. No, sir. If you had come to class, you would have heard very
bad Bengali.
c. No, sir. If you had lived there, you would have seen the bad
habits of Bengalis.
d. No, sir. If she had cleaned it, it would not be so filthy.
e. No, sir. If you had come at that time, you would not have
seen the city so dirty.
538
5 * Pattern; sentence 5 *
a* 'J^hen is the place so cold in the \d,nter?
b* Then why is your Bengali so good out of class?
0. Then are the habits of Bengalis so bad?
d# Then are your habits so good?
e. Then is the dirt the fault of the refugees?*
6. Pattern; sentence 6.
a* Yes, when it gets cold, people stay in their houses.
b. V/hen I speak Bengali to you, I speak more easily.
c. Yes, when you gO to Bengal, you will see.
d. Yes, when you come to see me again, you will see.
e. Yes, when the refugees came, the city became dirty.
7. Pattern; sentence ?•
a. But even if I had not come in the summer, I would not have
been cold.
b. But even if you had not learned to speak, your Bengali would
be good.
c. But even if I had not known so many Bengalin, I would have
liked then.
d. But even if your wife had cleaned, you smoke (/kha-/^
cigarettes.
e. But even if the refugees had not come, the bulls would be in
the streets.
8 . Pattern; sentence 8 .
a. How can you say that? If it were not so cold in the winter,
more people would like the city.
b. How can you say that? If I had not learned to speak Bengali,
I would not know the language well.
c. How can you say that? If you have not gone to Bengal, how
Cun you know Bengalis?
d. That is true. If I did not smoke so many cigarettes, perhaps
my room would be neater.
0* How can you say that? If there were not so many people the
city would be clean.
9 » Pattern; sentence 9 *
a. Look, if people did not like the place, they would not come
here.
* a possible construction is /ta hole noqra rephiuji der do^e hoeche/*
539
b.
c.
e.
toow’thf l^iulse? Bengali, they do not
toow’thL'efweUr ^
would ll ?lea^er."°* cigarettes, your room
h^cieiL^f®^^® abandon their bad habits, the oity would
11 .
a.
b.
d.
e.
10. Pattern: sentence 11.
^nie^,'we''woSl°S"L'’so:®"'^ here in the
bfmore'^popSi??''^®
If I would stop my cigarette smoking, my wife would be happier.
If you would tell us how to prevent people from sleeBinry nn
the streets, we would be very happy. sleeping on
Pattern: sentence Ip.
I don’t consider that coming here in the winter is so bad.
I don't consider that speaking a language is enough.
1 don't consider that speaking of one's own country is so bad.
d. I don't consider that smoking cigarettes is good.
is'^enough®”®'^'^®'' stopping people sleeping on the street
12. Pattern: sentence 14.
w“t??" whaf^SI’wo^irSayf
peopirwoSld^SIy?^^ someone could not speak a language, what
°^‘ple\oSld^sIy?^^ country, what
a.
c.
b
c
say?^°’^ imagine, if you smoked cigars, what your wife would
w^t^peop?fwSuid“ayr^^®
lesson 19, part 4. Sentence Drilla .
-Nareshbabu, your Calcutta is a very beautiful city.
54.0
— Hr. Jones I if you had lived in Oitupr Road or in Sealdah (/sealda/)»
you would not have said that.
— Sven if I had lived in those places i people would have taken care of me.
— If you had not lived in Park Street, you would certainly have become
ill.
— Even though I lived in Park Street, I became ill.
— Then why do you think that Calcutta is such a pleasant place?
— Sven if I had found it ugly, I would have liked it.
— But there are so many people. If there were not so many people, the
city would be cleaner.
— If the city were cleaner, it would not be such an interesting place.
— Mr. Jones, you are a strange American.
Brill 2
— That is a big old house.
— Yes, Rabindranath Tagore and his family used to live in that house.
— Really? If we had lived fifty years ago, perhaps we would have come
to see him there.
— Yes, if we had lived in those days, perhaps we would have been
invited to meet him.
— I have heard that there used to be two hundred people in his family.
— Yes, and they all lived here. We would have been very fortunate, ii
we had been born into that family.
~-V/hy would we have been so fortunate?.
— Because we would have grown up among writers and painters and
musicians.
—But is is not always good to be surrounded by great men.
—Why do you say that? If we had lived in this house, we would
ourselves be great writers or painters.
— Perhaps not. If our friend Catyen (/Gotten/) had not been the son of
a great painter, perhaps he would be a better painter today*
Lesson 19, part 5* Vocabulary .
jaega
^ilpi,
kolasilpi
soqgi’fcoggo
osukh
noqra
dos
place
artist
musician
illness
dirt, filth
fault
gire thak“
poribel*l:ito thak-
jonma-
bo^'O ho-
goye o*j?h-“
bhab-
ligaret kha-
be surrounded
be born
grow up
be built up
consider
smoke cigarettes
sun dor
beautiful
nimontrito
osustho
ill
amontrito
0 dbhut
ajob
strange
mohot
great
bha^^goban
fortunate, lucky
lotti
really, truly
Sob somoe
always
Note;
He becomes ill.
tini osustho hon
tar osukh kore
ERIC
invited
Lesson 20> part 1* Conversation *
Analysis and translation
high steir, of verb
/de-/, "give"
2nd person singular
imperative ending
future imperative, "give";
see G-rammar, !•
A» V/hen you go to Qaloutta » A*
give this money to my
brother.
Bengali
di»
-0 “Q
dio
v5^ <^T^T\5TU5 t5TO
^ irirr^r^crr i
tumi * kolkatate gie * amar bhaike
ei takagulo * dio "
Note that /hole/ is not conditional here, i’he conditional
conjunctive can be translated by "when", depending on context.
B* All right. An d when I B.
meet your brother, shall ~
I tell him anyti l ing ?
(a;
A* ITo, .just /-ive the money A.
to him.
variant stem of verb
/ne-/ , "take"
2nd person singular
imperative ending
present imperative "take"
mTRT , cTT?r wr5TT?r oTtijr?r
Tm OTW f<mz t<f ? '■
aooha " ar tomar bhaler Innge '
da?kha hoi e • take ki chu ’ b o lb o
5TT , W5PI \5nr<f bT<T5T;ri^ tTQ I
na * kebol take ' takagulo dio "
na-
“0 -<3
nao TT6
3k3
verb stem, "place,
guard, keep"
2nd person present
imperative, "guard"
"carefully"
(b;
A« Take the money in a box A.
and guard it carefully .
rakh- ?TP2r~
rakho ?rn?^
sabdbane
v5^ WR ^\3 CTR
'<rrvn i
tumi taka^ulo * kono baksote
nao ' ar sabdhane rakho "
conjunctive, "that, jcrino OTT
lest"j see Lesson 21,
Grammar, 2»
verb stem, "be lost" hara- ■5T?1T~
(o;
A. Bee that it doesn^t
get lost ( i » e » , ke ep it
carefully lest it get
lost) .
h* high stem of verb
/kha-/» "eat"
2nd person singular
imperative ending
future imperative, "eat"
"how, how about that?"
B* All right* But before 1
*"* leave the country, come to
my house and eat one day *
How about it?
"instead"
A* No, instead, you eat
~ with us tomorrow.
A. TOT pnrm i
dagkho .iamo * harae na "
khe-
“0 ~i3
kheo
koanon
B. crwr I ph mvn
~ 'STW srrvra ?rr5tTO wa ,
r<m }
aocha " kintu * amar del char ar
age ' tumi amar barite ese ' e?kdin
kheo " kaanon "
boroij
A. ’TT , ?i?r^ , arcrrw
~ TOfTSte I
na ♦ tumi boron * agami kal
amad e r s n n ge * khe o "
A* I am going 2iow. QK?
A. ?
sekhon coll » kganon »
noun, "rain"
high stem of verh
/ja/, "go"
2nd person singular
future imperative, "go"
S* don*t go home in
this rain.
S* Instead stay here today *
verb stem, "stop"
compound verb stem,
'borne to a stop"
bris-^i
je- "W-
jeo "TO
B. ^ ?TR^ Tfr I
na * ei bri^tite ' bari .ieo na
B. viRmpT crnsi stht^jt i
ekhane boron ' a.i thako "
tham- srm-
theme as- ‘Cmr STITF-
the rain outside a.
has almost stopped * ""
"umbrella"
"easily (without
difficulty;"
, rrtra ?T7fiann raw draw i
d^ho ' balre ' brigtl nrae '
theme eSeche "
chata 5Tv5T
onaease (grTniTOT
^-3-y me an umbrellf^ .
then I'll be able to /Ffet
home easily , —
A. Vm TH3 . OT
vsrm iafTiTiTOr wc^ ^nwr i
err
amake kebol ' sskta chata dao '
t a hole! ' a mi nnaeaae » ~
.iete narbo '■
^0 umbrein^. jj. ^rnTf?r ^TeTT I
amar to » kono chata nei ««
bor^ati
"raincoat"
B. Take my raincoat instead * B*
9 • A. (rood* In that oase> A.
give me your raincoat *
A. I shall return it A»
tomorrow morning *
10. high stem of verb
/ken-/ » "buy"
2nd person singular fu-
ture imperative » "buy"
B. All right. Before you B.
oome tomorrow» buy these
things for me> OK ?
11. A. Look> tomorrow I will A.
"" not have the time. ""
"self"; see Grammar, 4.
high stem of verb
/an-/, "bring, fetch"
2nd person singular
future imperative,
"bring, fetch"
A. Instead, go and get A.
"" them yourself .
12o B. All right. Then I B.
"" shall go myself .
3k3
<ra^ awra fro jjto i
tumi boron * amar bcrsatita * nie
iao "
Wt I oT '5CT Tvswra ^^rtsSsT TTS I
bes " ta hole * tomar borsatita
dao "
wra srrf ^ rrrar i
kal spkale * ami pherot dobo "
kin-
kino
^rrwj I srn:^ srmr^ mm
TvbuwicT^r r<i*w , ?
accha " kal asbar age * amar .jonne
ei jinisgulo * kino " ksemon "
■ra , i5fTOr?r "urn otf m i
daekho * amar to kal * somoe hobe na "
nije, nijei , T
-en d*T—
eno d(,*ir
^
tumi boron * nije gie kine eno "
accha " ta hole * ami ni.jei nabo "
Lesson 20 > part 2» G-raniTnar*
!• Formation and use of the future imperative. As there is no future
imperative in English, both present and future imperatives in Bengali
have only one translation.
1.1. The future imperative of the 2nd person ordinary of all verbs is
formed by the addition
of the
2nd person imperative ending /-o/ to the
high stem, thus:
Stem
Grloss
Future Imperative
ken-
buy
kin -0
dakh-
, see
dekh-o
kor-
do
kor-o
son-
hear
sun -0
jan-
know
jen-o
de-
give
0
1
•H
ja-
go
je-o
dsekha-
show
dekhi-o
1.2. The future imperative in
the
honorific form is identical with the
simple future honorific
•
•
ken-
buy
kinben
1 . 5 * The future imperative is
used
to indicate that a command or wish
is to be carried out at
some future
time , thus :
After eating, read
this.
khabar por'e'Ja poyo
you get there
, call him.
sekhane pouche'take ^eko"
1 . 4 . Be wary of the use of negatives with imperative expressions. The
negative imperative will be treated in Lesson 21.
2. The formation of "adverbs" in Bengali.
2.1. The class of words called "adverbs" by western grammarians is
sometimes paralleled in Bengali by a formation consisting of a noun or
adjective with the suffix /-e/ or the suffix /bhabe/. Of the former typ
we have two examples in this lesson:
carefully?
carefully?
care
sabdhan
sabdhane
iki
(in care)
easy? ease
easily? in ease
Soho j
Soho je
2.2. 'fhe suffix /-hhahe/ means "in the condition of". Therefore:
silence? silent mouno
silently? (in a con- mounohhahe
dition of silence)
This /-hhahe/ formation is more frequent in sadhu-hhasa or literary
Bengali than it is in the colloquial language. Bote that the two morphs?
/-e/ and -/hhahe/? are not always suhstitutahle for one another.
3. The partical /to/.
3.1. The particle /to/ has a great variety of uses, It sometimes
implies douht on the part of the speaker. But perhaps the most common
use is a purely stylistic one: the particle is used in the sentence
simply because it sounds good to the ear of the speaker. There has been
much speculation on the use of this particle? some people feeling that
it is used to lengthen a breath-group to proper portions. But it seems
as if all that can he said about it is that it has an esthetic rather
than a semantic value. Thus? its use is difficult to teach. The student
will simply have to listen to enough Bengali to allow his ear to become
sufficiently adjusted to the rythms of the language to tell him when
the particle should he used.
3.2. It should he noted? however? that in some cases /to/ does have
definite assignable semantic value. Bor example? it can have the force
of the English expressions "so? at any rate? whatever else happens"? as:
So you'll go anyway. apni to jahen"
So you'll go whether anyone else
else goes or not.
So you're well? apni hhalo achen to"
You're well? aren't you?
Take careful note of the intonation of the above expressions.
3.3. The particle may have the force of "since? hut? although"
relating to the previous and subsequent utterances in the discourse.
o
ERIC
mm
i
An example of this is in sentence 8*
But/since I have no umbrella, amar to'kono chata nei'boroq amar
take my raincoat instead borsatita nao"
3»4* ^fhe particle may also function for /ta hole/:
If you will come tomorrow, tumi jodi'kal aso'to bhalo hoe"
that will be good.
4» The use of /nije/.
Ihe form /nije/, "self", is uninflected for person (though it agrees in
case with its noun or pronoun, as we shall see), and can be used with all
nouns or pronouns:
I myself shall go. ami nije jabo"
You yourself buy it. tumi jije o-fa keno"
Lesson 20, part 3» Patterns .
1. Pattern: sentence 1.
a. If you go to Delhi, take this letter to my sister.
b. If you go to Calcutta, take this book to my father.
c. If you go to Calcutta, send these things to my brother.
d. If you go to Delhi, tell my brother that I am well.
e. If you go to Calcutta, tell my brother that I shall come home soon*
2. Pattern; sentence 2.
a. V/hen I meet your sister, what should I tell her?
b. When I take the book to your father, shall I take him anything
else?
c. When I send them to your brother, shall I send him a letter also?
d. When I meet your brother, shall I give him anything from you?
e. When I meet your brother, shall I ask him to send you anything?
3* Pattern: sentence 3(a).
a. Nothing. Just take the letter to her.
b. No, just take the book to him.
c. No, but bring back a letter from him.
d. No, just tell him that he must write soon.
e. No, just go and meet him.
, p pj,H , „ipp
3lf9
Pattern: sentence 3(t))*
a* Take the letter with you and guard it carefully.
b. It is a valuable book; guard it carefully*
c. Bring the letter carefully; see that it doesn't get lost.
d. Tell him that I want a letter from him; see that he understands.
e. Tell him that I will write him soon.
4. Pattern: sentence 4.
All right. But before I go to Delhi* come to my house and see
me.
All right. But before I leave Delhi > come to my house and bring
the book.
c. All right. But before I go to Calcutta, go and tell Ram that
I want to see him.
All right. But before I reach Delhi, call your brother and
tell him that I am coming.
e. All right. But before I leave here, come and give me your
brother's address.
Pattern: sentence 5*
a. l\To, instead, you come to my house. Row I have to go home.
b. All right. I shall come tonight. Row I have to go home.
c. Ro, instead you go and see Ram. Row I have to go home.
d. Ro, instead you call him when you reach Delhi. Row I have
to go home.
e. Ro, instead you come to my house. Row I have to go home.
6 . Pattern: sentence 6 .
a* Ro, don't go outside in this rain, fcatay here for a while,
d. Ro, don't come tonight. Come and stay tomorrow night.
c. Ro, don't go outside in this heat. Btay here today*
d. Ro, don't go outside without a hat. Take my hat.
e. Ro, don't go home now. Stay here tonight.
7* Pattern: sentence 7 .
a. Look, the rain has stopped. Only give me a little money,
and I'll be able to get home on the tram.
b. look, I must come tonight. Only give me your key, and I will
come and wait for you.
c. Look, the heat outside is not so bad. Only give me your hat,
and I'll be able to get home easily.
III
L
ERIC
J
350
d. Look, the sun is not hot. Only give me a piece of cloth and
I'll be able tc get home easily.
e. look, I have to go now. Only give me your address, and I'll
be able to come back easily. » cu xx
8. Pattern: sentence 8.
a. I have no money. Walk instead.
b. I have no key. Come tomorrow night instead.
0. I have no hat. Take my umbrella instead.
d, I have no cloth. Take my hat instead.
e. I have no pencil. You write it down instead.
9 « Pattern: sentence 9.
a. In that case, give me your umbrella. I will return it tomorrow
night.
b. In that case, give me your brother's key. I will return it
tonight.
0. In that case, give me your umbrella. I will return it tomorrow.
d. In that case, give me your umbrella* I will return it soon.
e. In that case, give me your pen. I will return it immediately.
10 .
Pattern: sentence IG*
a*
All right.
Before
b.
All right.
Before
c.
All right.
Before
d.
All right.
Before
e*
All right.
Before
you come tomorrow, call me at the office,
you come back, call my brother and tell him.
you return it, call me at home,
you come back, buy these things for me.
you write, shake the pen.
11. Pattern: sentence 11.
a. Ho, I will not have the time. Gall me yourself.
b. Ho, I will not be able to. Gall him yourself.
0. Ho, I will not be able to call. Gall me yourself.
d. Ho, I will not have the time. Buy them yourself.
e. Ho, shake it yourself.
Lesson 2G, part 4 * Sentence Brills .
Drill 1
When you come to my house tomorrow, bring your sitar with you.
All right. Shall I also return the book you gave me?
351
— Noj I don't want the book* Just bring the sitar* V/e'll listen to
some music.
— All right. You bring the food tomorrow night, and I'll bring my
instrument.
— \/hen you get home, ask kathur whether or not he will come.
— I won't see him tonight. He has gone to a movie.
— 'Ihen ask him when you see him in class tomorrow.
— All right. Come and eat with me tomorrow night, before the party.
— Ho, I can't. Hy friends are coming. You come and eat with us instead.
— lerhaps. I'll tell you tomorrow.
— All right, 'fell me tomorrow.
— lipu, when you finish cooking, shine my shoes.
— Yes, saheb, v/hen I finish cooking, I shall shine your shoes.
— \/hen you finish shining my shoes, go to the market. And when you go,
don't put any money in your own pocket.
— Yes, saheb, I shall go to the market. I shall not steal any money.
— \Hien you get back from the market, clean the room.
— Yes, iiaheb, \fhen I get back, I shall clean the room.
— v/hen you finish cleaning the room, make some luoi .
— Yes, saheb, I shall make some luoi for you.
— After that, I want you to clean the brass ware.
— Yes, saheb, I shall clean the brassware.
— All right. Have you anything to say?
— Yes, saheb, starting tomorrow, find another bearer.
Drill 2
lesson 20, part 3. Vocabulary
kas ar-bason
thikana
ranna
palis
roddur
■j?upi
tram (gapij
cabi
sekkhana kapoy
kolom
cooking
shine, polish
brassware
address
heat (of day), sunshine
hat
tram
key
piece of cloth
pen
daiai
valuable
poriskar kor-
jhar
pherot de
clean
shake (an object)
return (an object)
kal theke
from tomorrow
Lesson 21 < ~part 1»
0 on V ersation •
Analysis and translation Bengali
Note the use of /amader/ without a noun or post-position;
substitutable would be /amader soi^ge/ $ /amader bayite/ > etc*
The negative particle /na/ with present imperative:
"why dont you ...”
"why don't you stay •••” thako na 21 1 (, <JT 'TT
A. Bobs why don't you stay
here with us today V
A. ^ , srrsi 2fTOFf tt ?
bob ' a.i amader ekhane ' thako na
"objection”
apotti srrVi^
B. Looks jj^aruk, I have no
objections but do you
know . . »
B. 2FT?r^ j, vawm x^t^t
“ x^ I T<^ Mr • . .
daf'kho nharuk ' amar to ' kono
anotti nei " tnbe ki .iano » * *
noun, "matter, trouble"
"why don't you tell •••
emphatic
A. V/hv don't you say what
the trouble is?
bsepar
bolo na ^X^T NT
boloi na TT
A. 5IXnT^ NTT ?
ki besnar ' boloi na
"again and again"
"ever"; see G-rammar, 2*
"village"
bar bar RI
jacno abar XXH crRT?r
ga ,
The negative particle /na/ with future imperative = negative
imperative, "Bo not •••"•
"Do not stay
theko na ^
B. Hr.v Dunn has said af^ain B. • fa4>T? T v5PT ^ TO ' Kl ^
a^ain> " Do not ever *^rCvD STT^TiJ ‘?rT u«i TOWT ^ I *
stay in a village at '
night «
mistar dan » barbar bole diechen '
rate ' .iapno ab ar ' gae theko
na " ^ ■
A. V/hy is that ?
A. r<F\ mr ?
k£gno bnlo to "
bo^^o ^r;5T
osubidhe
ta chaya ^ '§T^T
B. fsfjT 2fwr Tronr?r
^rcgrr OT«f<R<r , » . , ,
"very great" (emphatic
of /boyo/)
noun, "inconvenience"
"apart from that"
B* He was saving ^ "In the
village there is very-
great difficulty of
food and accomodation^
and apart from that . . .
tini bolchilen * gae thakn.
khaoar » boddo osubidhe " ta
Ohara « * .
Bote the word order. The place of the pronoun subject is a
matter of style. o a
A. V/hat did he say apart A.
from that?
"snake"
"snakes and other
such things"
"very much" (used with
quantities measurable
but not countable}
noun, "trouble, danger,
disturbance"
err (srra f<^ ?
ta Ohara ' ar ki bolechen tini "
sap
sap-Khop, sap““i?ap
bejae "CWm
upodrob
355
B. He was saying that in the
villa3:e there is lots of
trouble with snakes and
sucli.
B. "fefTT TO An jrrn-rrrxnn
TOmi (ran I
tini bolchilen .ie ' gae »
sap-khouer ' be.jae upodro b "
"perhaps"
hoeto TOTOT
A» Lookt perhaps he*s
right about that *
A. zm , ^ fA TOTOT i
dad^ho * ta tini hneto ' thiki
bolechen " “
A» But still 5 v;e live among
the snakes and such.
A. ^ isrnpr tot
THT WT5 I
tobe amra to ' sap-khoper ma.ihei '
has korchi "
10. B. lOhat ' s true . But do
*" you know . . .
11 .
reflexive pronoun, "one's
self" Hote agreement
v/ith noun or pronoun.
B. I v5cn mrr . . .
ta thik " tobe ki ;iano ..
nije r*i{.\a
A. I understand — you your-
self will be greatly in-
convenienced, isn't that
it?
A. — lAjjTTrm ^
^ ^ nr ?
bu.iechi " tomar ni.ier ' khub
osubidhe ho be ' tai na "
12. Bor uses of /kotha/, see Grraiamar, 5*
B* Ho» no, I'm not thinking
” about inconvenience.
B. ^ , TT , crrfqf (5F??Anr<Rr ^
^ I
na na ' ami ' osubidher koth a '
bhabchi na "
15<
coniiiound verb stem,
"spend (time)"
ka-|?ie ^a-, ka‘j?a- wtb'TO , ^T-
o
ERIC
556
A* In tliat casei why don’t A« ^ $ ^?TTv5^ STHTT^f liPHT^T <f^ 15 W
you spend tlie night here ^<3 ^ ?
v/ith me?
ta hole * ratta » amar
ekhane * katie .iao na '*
14« "true, honest”
B. All rights Baruk; in that B.
“ caset let me tell you the
true story *
15. A« V/hat*3 the matter then? A«
16. ”belly, stomach”
"today, these days"
B. My stomach is very B.
” bad these days.
B. And do you know what the B.
“ doctor said to me ?
17. A. v/hat did the doctor say ? A.
asol orm
t ^ ■51^ sfwi <iT^ i
dsBkho nharuk ” t a hole * asol
knthata boli ”
^ TPr ra wrr w ?
ki b83bar bnlo to ”
pei? PTt
aj 5TTSI
5 rwr?i r-^TtsBr crra imw i
amar netta * a.i be.iae kharap ”
SfT?! v5iW?i snviTi;^ , vsii Hf ?
ar * daktar amake * ki boleche
.ian o ” ""
v5nm 1^ ^IPTC5 ?
daktar * kl bolcche ”
18. Note use of /j^o/j see Grammar, 2.
"this and that" —
derogatory feeling ja-ta stt-OT
E* Hha d.Q,o,t ox,,t old , £.*
don*t go into a village
^d e at thl s and
vswr?r OT f*TO*c5 , tjro
XTH UTHjrr P3f0 ’TT I *
daktar bole dieohe * dekho
gae gie .1seno * 3a~ta kheo'"lia "
mm
iPim
557
19. "only" (Persian)
"liquid curry"
"curry and rice"
A. Why will you eat "this
and that"? In my house
you eat only curry and
rice.
sreph las?
jhol TiTR
jhol-bhat Ti^’FT-oTo
A. 2Tr-0T ? isrnrr^
■c^'FT-oTo ^rra I
.ja-ta khabe kseno " amar barite *
sreph jhol-bhat * khao "
20. iB^or this use of /abar/> see Grammar, 4*
B. But won’t you be incon-
veniencing yourselves
on my account ?
21. exclamation of about the
strength of "Good heavensi"
B. STHTHf iSTT^T^
W ?
kintu amar .ionne ' tomader abar
osubidhe ' hobe to "
are bl f (.-sJ
A. Good heavens, no. Don’t A.
" consider such things . "
A. It will be no inconve- A.
" nience for me.
22. B. OK, in that case , B.
let's go .
B. Let's spend tonight B.
" at your house .
23* idiom, "pay attention to"
(lit. "give ear to")
"so much"
srra m , wr \ ^ m wr tt i
are ' na na " o sob kotha bhebo na "
crr>TT?[ ^ 1
amar ' kono osubidhe hobe na "
xm , ^ ^ \
» V
bes " ta hole ' colo "
^TvpT'Co otst srrt 1
tomar barite ' a.i ratta ' katie
Jai "
kan de- PT—
oto STo
er|c
558
A» Look» Bob> don't pay so
much attention to Mr»
Dunn's storieT^
A» Listen to me a minute*
24* B. What is it?
25« Bor this use of /k'otha/,
"east"
"know this for sure*
believe me"
A* Believe me< it's impor-
tant that you spend a
little time in an East
Bengal village .
26. B. Why ?
27* "exactly, perfectly"
"exactly, perfectly"
A* Because you want to .know
East Bengal thoroughly *
28. B. Bight .
But I'm not coming here
again in the rainy season .
A. 55^ ^ , v5T^ 7rnr?it<?r win sro
TTQ ^ I
dsekho bob ' dan saheber kothae '
oto kan dio na "
A. Qrnrm wt T^r uHV i
amar ^ta kotha ' sono "
B. WT IToT ?
ki kotha bolo to "
see Grammar, 3«
purbo, pub
e kotha jeno d WT T/SHTTf
A. m xomm ^
mn i
e kotha jeno .1e ' tomar ' nurbo
baqlar gae ' kichukal kata^in '
dorkar "
B. r<m niTTT ?
kasno bolo to "
■J^hik
•^hikbhabe L<1
A. v3^ Tor ^
“ vSTRTo DTQ I
karon ' tumi to nurbo baglake '
thikbhabe .iante cao "
B. vg;:f^ nr ^ i
t umi ,1a bolcho ' ta thik "
B. oin (arm ^imr^ nr i
tobe ' borsa kale ' ar ekhane '
as chi na "
er|c
359
29* A. 0K> next time come in
the cool season.
A. And bring your wife
then too.
50. B. Yes, 1*11 bring her then .
51. A. G-ood. Then let’s to
my house now.
loan word, "train"
loan word, "ticket"
A. Buy the train ticket A.
tomorrow instead.
52. B. Let’s go . B.
Lesson 21, part 2.
A. ^ »ltv5
kSUTT I
bes * ta hole * norer bar * sit
kale * eso "
A. srra OTT ioT^rr?r dcrr i
ar tokhon * tomar strikeo * eno "
B. "^It , ^DVt STPTC^ I
hgs * tai anbo "
A. WT I oT ‘51^ <JRFT \5rrSTT?r bC«ff I
bes " ta hole * s^hon * amar
barite colo "
•Jren ISTT
'tike't ■f0T^
^ TTBiU^ f&TT^'&ST I
kal boron * trener tiketta * kino "
UWr I
Colo .iai "
Grammar.
1. Negative imperatives.
1.1. It was noted in Lesson 20 that the future imperative (high stem
plus imperative endings) can be used to indicate an action that is to be
carried out at some future time. Imperatives both present and future
can be used with the negative particle /na/; in such cases, however, the
logic of English grammar cannot be applied. The situation is as follows:
1.2. A negative form of the future imperative indicates a prohibition
in either present or future time. Examples are sentences 4, 18, 21,
25; other examples:
o
ERIC
360
take'kichu dio na" Don't (ord«) give him anything,
tar kachtheke'kichu kino na" Don't (ord«) buy anything from him.
1 . 3 . The use of the negative particle /na/ with the present imperative
indicates a positive request, which mught be translated by the English
"IdHiy don't you ..."; for example;
o-^a dao na" Why don't you give it (to me)?
sondesta khao na" Why don't you eat the sandes (i.e., please eat
it)?
1 . 4 . The same situation holds for the honorific imperative;
kichu khan na" Why don't you eat something?
kichu khaben na" Don't eat anything (with intonation of command).
1 . 5 . Pay special attention to the taped drills. It will be clear that
intonation helps to make clear the distinction between command and
request.
1.6. The form /khabe na/ can be used to specify a future negative
ordinary; but the same distinction exists between /kheo na/ and /khabe
na/ as in English between "do not do something" and "you will not do
something", the latter being a command made in the form of a statement.
Such a form can be used only in certain situations, as when speaking to
a subordinate in rank.
2. The form /jgeno/, as in sentence 4 .
/jseno/ as used here is a difficult form to translate. The significance
is, in sentence 4, "see that yOu don't have to stay ...", "take care lest
you stay ...". Another example;
take khobor'j^a' jssno deoa na (Take care) lest he be given the news.
(See that) he is not given the news.
See also Lesson 20, part 1, sentence 3*
3 . The form /kotha/;
Again, the word varies rather widely in terms of lexical meaning.
3 . 1 . It can mean "about, relating to", and in such cases can be re-
placed by /bisoe/ or /sommondhe/. Sentence 12 could read, without
56 i
change of meaning:
ami' osubidher bisoe 'bhabchi na"
5»2« It can mean» literally* "story" or "word"* as in sentence 14*
Another example:
3* 3* It can mean* as a noun* "matters" (or as in the general sense in
English* "things"); see for example sentences 21* 25*
4* You will have realized by this time that there are in Bengali a
large number of what might be called "filler words" which sometimes have
definable lexical meaning and sometimes not. A Bengali speaker will
sometimes say in regard to these words that there is a slight emotional
content which is lent to the utterance by their use* but that this
content is very difficult to specify. In other words* by leaving them
out* literal meaning is not changed* but some suggestive element is lost.
Such words are /to/* which we have met frequently before* and* as in
sentence 4 here* /abar/. By omitting /abar/ in sentence 4* the meaning
of the utterance would remain the same* but an overtone would be lost.
It is difficult* if not impossible* to teach students when to use these
forms. Iheir use has to do with the natural rhythm of the language* a
sense of which can be gained only by listening to Bengali speakers over
a long period of time.
5* Any word in Bengali can be reduplicated* the second part beginning
with /%/ • Examples:
Frequently this type of reduplication indicates a slightly derogatory
or informal attitude on the part of the speaker.
5 . 1 . There are more polite and formal ways to express "and such";
polite forms of the above v;ould be:
sotti* sottikotha
truth* (lit. "true word")
boi--toi
dsekha-'taekha
attio-^tattio
"books and such"
"loo]ring around and so on"
"relatives and such"
doskha-sakha
attio-so jon
"looking around and so on"
"relatives and such"
o
Lesson 21 > part 3* Patterns *
Pattern: sentence 1.
a. don't you spend the night here v/ith us?
h. V/hy don't you spend some time in Bengal with us?
c» li/hy don't you spend the week there with them?
d. V/hy don't you rest here a while with us?
e. VJhy don't you come and live with us?
Pattern: sentence 2 and
a* I have no objection; hut my father has said, "Bee that you do
not stay out tonight."
h* I have no objection; but my instructions are: "bee that you do
not stay too long in one place."
c. I have no objection; but my father has said, "See that you do
not go to their house."
d. I have no objection; but my mother has said: "Bee that you do
not delay at all. "
e. I have no objection; but my father has said: "See that you do
not stay outside the hostel."
Pattern: sentence 5 and 8.
a.
\/hy is that?
Does ]
b.
V/hy is that?
Bengal?
Does !
c.
\Ihj is that?
their house?
Does !
d.
V/hy is that?
Does
e.
V/hy is that?
Does
outside the '
hostel?
Pattern: sentence 9*
a. Yes, and perhaps he's right,
such things.
b. Yes, and perhaps he's right,
and such.
c. Yes, and perhaps he's right,
constant uproar.
d. Yes, and perhaps he's right,
relatives and such.
e. Yes, and perhaps he's right,
such.
You live among snakes and other
There are lots of dangers of snakes
They live in the middle of a
You live with all kinds of
There are dangers from robbers and
7-
8 .
ERIC
365
Pattern: sentence 11.
a*
b.
c.
I understand* He thinks that you yourself will he greatly
inconvenienced} isn't that it?
I understand* He thinks that we ourselves will he incon-
venienced} isn't that it?
I understand* He doesn't think that they themselves wil’l he
inconvenienced* does he?
I understand* She thinks that we ourselves will he inconve-
nienced; is that it?
I understand* He doesn't think that we ourselves will he in"
convenienced, does he?
6* Pattern: sentence 12*
a*
h*
c*
d.
e*
Ho, he's not thinking about my own inconvenience*
Ho, he's not thinking about inconvenience at all*
Ho, he's not thinking about their own inconvenience*
Ho, she's not thinking about your own inconvenience*
Ho, he's not thinking about anyone's inconvenience*
Pattern: sentence 13*
In that case, why don't you stay here with us?
In that case, why don't you spend some time in Bengal with us?
In that case, why don't you stay with them?
In that case, why don't you stay here a while?
In that case, why don't you stay here; there are no dangers*
a*
h*
c*
d*
e*
Pattern:
a*
sentence 14, 16, 18*
All
had*
right* Let me tell you the true story. Hy stomach is very
'I’he doctor told me: "Don't eat this and that*"
h*
c.
d*
All
and
right. Let me tell you the true story* Hy health is had,
the doctor told me: "Don't stay in hot places."
All
and
ripht* Let me tell you the true story* Hy health is had.
All
she
e*
All
you;
the doctor told me: Don't go where there is trouble*"
right* Let me tell you the truth* Hy mother is angry, and
told me: "Don't go to Kahir's house."
right* Let me tell you the truth* My father doesn't like
he told me: "Don't go and stay with them*"
Pattern: sentence 19*
a*
h*
vVhy will you eat this and that? You will eat good food*
V/hy does he say that? In Bengal the v/eather will not he hot
361 ^
c. Why does he say that? inhere will be no trouble at his house.
d. V/hy does she say that? In my house we will feed you well.
e. V/hy does he say that? In our house perhaps you will be very
happy?
10. Pattern: sentence 20.
a. But won't you be inconveniencing yourselves on my account?
b. But you should not inconvenience yourselves on my account.
0 . But they should not inconvenience themselves on my account.
d. But don't inconvenience yourselves on my account.
e. But you will inconvenience yourselves on my account.
11. Pattern: sentence 21.
a. Don't even consider such things.
b. There will be no inconvenience for us; don't even consider it.
c. Don't worry about all that.
d. Don't even talk about it.
e. Don't even mention such things.
Pattern: sentence 23*
a. Don't pay so much attention to the doctor's stories.
b. Don't pay so much attention to his stories.
c. Don't pay so much attention to his stories; listen to me a
minute.
d. Don't pay any attention to such things.
e. Don't pay any attention to such stories.
12. Pattern: sentence 25*
a. Believe me» I know it's important for me to spend some time in
a Bengal village.
b. Believe me» I think it's necessary for me to spend some time in
Bengal.
c. Believe me? I know it's necessary for me to spend a little time
there
d. Believe me? you know I want to spend a little time with you.
e. Believe me? you know that I think it's necessary for me to
spend a little time in a village.
Pattern; sentence 27*
a. I want to know Bengal thoroughly.
b. I want to know one part of India thoroughly.
c. I want to know them well*
d. I want to know you better*
e. I wait to imow village life thoroughly.
QoYThPYiQe Drills.'
Drill 1 . ,
" . 4 , Tvi/q-ia You won’t need them*
-Don't take all those things to tod ^
-But everyone says: "Do take that with you.
my friend in Bomhay. ^^3 going to
— lell them that you cannot. Don t ten vn
Bombay*
-«hat Shall I take . thenj ^
Take only what you nee a* j
in India*
— What shall I eat in India. ^ water* Drink tea instead*
-DO not eat uncooked things or drink I io.
-But - -- 3^:; Ta aS things.
—Say that you are ill and oannov ^
-How Shall I set a servant in todia^
— If someone comes to th -u-nnw.
-Ho. aive a joB only to someone whom you kn
— Vtoere shall I li^e to Calcutta?
—Decide that after you reach there.
Drill 2
-What are you studying at the university?
—I'm studying Bengali literature.
y^*P rionfl
—I'm studying Bengali literature. ^^,3
-Have you read the poems of Candidas? If not,
vsry Id 6 8LU*b if ^ • •
very Beautiful. well-known Bengali writers
-lell me the names of some oth Saglish
-Head RaBindranath, of
translation. Read it in Bengali
,n. + n+Vier writers of that period should I rea .
-\fliat other wri sarat-oandra only afterwards.
—Head Bankim-oandra. Read barav
—What writers of the older perio ® ^ But don't expect
-Head Bharat-candra's Bidya-sun dffi (Bidda sunder;
it to Be a religious poem.
366
— Should I read the Vaisnava writers also?
— Yes, their poetry is very sv/eet. But don't read Dina Candidas now*
— not?
— His poetry is very difficult* Read it after reading other Vaisnava
poets*
Lesson 21, part 3* Vocabulary *
dorkar
need, necessity
sosta
cheap
proeo jon
osustho
ill
cakor
servant
namkora
well-known
cakri
job
modhur
sweet
ci'j^hi
letter
oseddo
uncooked
dor ja
dhormer kohita
door
religious poem
khusi
happy
nirdes
instruction
^ *,
hos'j^el
hostel, donnitory
cinta kor-
(to) hope.
jhamela
jhonjhai?
muskil
trouble
deri kor-
(to) delay
attio-sonon
boroq
instead
(polite;
attio-'j^attio
^akat-'takat
relatives and such
robbers and such
tar bodole
expect
Idioms :
agekar somoe
rege ache/en
ho'ti?ogoler majhkhane
older times
is angry
in the middle of constant uproar
Lesson 22 t vart 1» Oonversation *
Analysis and translation Bengali
Hote: the conversation is Between two women.
1. verb stem* "oat”
causitive suffix for
vowel-stems; see
Grammar, 1*
causative stem, "feed"
verbal noun suffix
"feeding"
kha-
-oa- -HSITr
khaoa- J^TT'SHT—
-ba-
khaoaba- T—
A. I heard that you have
made arrangements to
feed many neonle at
Kinu's v/edding.
srrfti to Tgroa r froi
v r- r - vijt: TTxr^sasT:! »fTiC>yi 1 <rV1'?r 3T2WT <FC^T^T
ami sunlum .ie ' tomra ' minur
biete ' onek lok.ion * khaoabar
bfGbostha ' ko2?echo. "
2 .
5rd person nominative
honorific pronoip; the
reference here is clearly
to the speaker's husband*
alternative form of
causative verbal noun stem,
"feeding"; see Grammar, 1*
verb stem, "bring"
causative form of BAB,
"causing/having caused
to bring"
"he has caused to be
brought"; see Grammar,
1.3-
uni
khaoano- C HT—
an- crPT—
anie oil ThUI
anicchen oi i
!• Yes, he has had many kinds *B.
p_f food and sweets brought ""
from Calcutta to feed the
people *
Tsrc^
qWpr wr<j^ Tronrcrr?!
ismnra^ i
hffi » uni kolkata theke » onek mkom
khabar o misti * lok.ion khaoanor
.Tonne » aplechen ~»
type of sayi made in
Benares
verb stem, "wear”
causative verb stem,
"dress, cause to wear"
"you ;d.ll dress"
benarosi
por-
pora-
porabe
A* Ip which Benares layi
v/ill you dress Minu on
tier wedding nights
"the other day"
"aunt" — mother's sister
verb stem, "send"
"(she; has sent"; see
Grammar,
verb stem, "see"
causative verb stem,
"show"
causative PAB, "showing,
having shown"
"I have shown"
alternative objective
case ending
"you (objective; "
A. troi?r ?JTCT WPT -RTI
” ?
minuke ' bier rattre « kon
benarosita Pnrabe " ’
se din *DT
masi STPft'
pa-fha-
pa-j?hieche ^TrftTOTrS
dsekh- *TO-
dEGkha- rw-
dekhie
dekhiechi rT^n:?Tf5
~e -T
tomae
S* Have I shown vou the red B.
Benares sari which Hinu's
aunt sent the other dayT"
grfT ^rTO'ni'sf ttjbt v^nm
PTpmrrs i
se_Mn » .je_lal benarosita » minur
Ill^^Vogat h^^^^ i tojoie
"day before yesterday"
porsu
WM
369
superlative degree, "best, sob cee 7!<I rTOJ
most of all", see Grammar,
3.
"is liked by her" or pochondo \3?T
A* Minu herself showed it to A. TOTIT^ TPTl^mru^
me day before yesterday; Ttpi;; d »TR^1%T 0^ WiTTOJ I
Minu said she likes that ^
sari best of all «
porsu * minu ni.iei * amakfi
dekhieche " minu bolle » oi sarita
or Sob cee pochondo "
verb stem, "flatter, mana- ^rPTT-
become (as clothes)"
B« Do you think that the B. VoV^m »rr#tT S T P T1T < ?
sari will become her?
tomar ki mone hoe * sarita
oke * manabe "
verb stem, "dress"
conditional conjunctive,
"if you dress"
verb stem, "see, appear"
"you will cause to appear"
"rose- colored"
loan word, "veil"
A. If you dress her in that< A.
you will make her appear
most beautiful; if there
were a rose-colored veil
with it, it would be even
better*
informal address, used
only between intimates;
see Grammar, 4*
pipes and drums played
at weddings
verb stem, "bring"
causative verb stem
"cause to bring"
pora-
porale
daskh-
daskh ab e (.<1
golapi i:5rRT«Tt
bhel
eST ow ^ -cwn:<r ,
^ TOT TT^rmT^fl’ 1 :^ olTl^T
OTPTT m I
ota Porale * oke khub sundor
dsskhabe " er songe * askta golapi
bhel hole * aro bhalo hoe "
go
nohobot
an- (5TR-
ana- CrPTf-
Yes« You are tiavinis: the B. iit T(.'?( 1 , QTPTnr^T TT?
instruments brought ,
aren ' t you ? ti^go " notiobot ' anacctio. na "
"husband's eldest
brother"
causative verbal noun,
"causing to bring"
nounj "consent"
causative verb stem,
"cause to do"
"persuade"
bo't'j^hakur
anano blHtC'fr
raji
kora-
raji kora- ^TSfl"
(^husband's eldest brother ) A.
and (husband's younger
brother) both want to
have the instruments
brought, but he (i»e«,
speaker's husband) cannot
be persuaded at all »
WIRT JTfT^TT I
botthakur ar thakurpo ' du.ioneri
icche ' nohobot ananor ' kintu oke
kichutei ' ra.ii kprano ' .iacche na
"seventy"
"eighty"
"bridegroom"
"trip, pilgrimage"
"traveller"
compound noun, "bride-
groom's companions"
verb stem, "sit"
causative verb stem,
"seat, cause to sit"
setter
asi ormt
bor
jattra ^TfSTT
jattri
borjattri lijjl
bos- ^57-
bosa- ^Trr-
I see* I hear that about B.
seventy or eighty people
are coming in the groom's
party; w h ere are you going
to put them ?
onwr , ^ a i;*tT^T*7
mMn , ^ <i>i'R^r
xmrru ?
accha " sunchi ' prae spttor
asi.ion bor.iattri asche " ta Oder
bosaccho kothai~~"
diminutive suffix
"such a little"
"both . . . and ... "
noun, "son-in-law"
-•jjiuku
^t 0 -Jiuku
ba ... ba ... ^T . . • ■^T . • •
jamai
571
compound noun, "daughter
and son-in-law"
verb stem, "rest,
lie down"
causative verb stem,
"cause to rest"
A« I*m also wondering about A.
that — both where in this
little house I'm going to
put the groom's narty, and
where I»m going to have the
bride and groom rest *
12« "apart from that"
"young"
noun, "sleep"
verb stem, "lay
(some thing) down"
causative, "cause to lay
down, put to sleep"
causative, "cause to go
to sleep, put to sleep";
see Grrammar, 2«3«1«
"quiet, private"
B. Apart from that, it would B.
be a good thing if there
were a secluded room in
your house for putting the
many little children to
sleep*
meejamai ^
so- VTT-
soa- r^mrr-
^rrfvjo xsh ^:^
■cwnn m wravsrmr^ witrrc^rr i
amio tai bhabchi * ei getotuku
barite * kothae ba * bor.iattrider
bosabo » ar kothae ba '
mee.iamaike soabo "
ta chai^’a ^T'hT
koci
ghum
pa^*-
■pai^a- <TTv?T-
ghum pa^*a- -^Tv^T-
niribili
, ronTRh?r w
<^rt? ^TTFT , \p|
■5H I
ta chara * tomader barite to *
onekgulo koci bacca * tader ghum
payabar .jonneo » gekta niribili ghnr
hole * bhalo hoe "
13« verb stem, "arrange,
put in order"
"what can be done"
go cha- r^TT^T—
ki kora jae ^
372
•- . -jfit jr, .
i4« 'i-’STt
A» You* re right. If yoij
could come one day< we
both could arrangce and
prepare the rooms and
see what could be done
where .
A. I qf*T viRFiVr gr r^co
3T hcvau.'i igri^w
‘TOiYo wnrnj wr
^rm I
thik bolecho " turni .jodi * askdiu
aste parte * ta hole * du.ione *
ghorgulo sa.iie guchie » dekhte
partam * kothae * ki kora .iae "
14. "with my help, by
means of me"
amake die STTmT^ 'fTOJ
verb stem, "laugh"
"cause to laugh"
"let it be"
has- TfTT—
has a- ^r>j I—
ja hok qr
B. You will arrange the
house with my help.
T hat makes me laugh .
15 . post-position, "from"
(a person); see
Grammar, 5*
"insignificant"
noun, "help"
A. Vi/hy? Oan*t I get even
this trifling little
help from vou ?
B. m^n:^ t*Trn si?r i
■5T4T(.^ ?rr TTRJ I
am^e die * ghor guchobe *' tumi
has ale » ,1a hok "
kach theke ~<Fm TTSTC^
samanno TTHTHTT
sahajjo TTF^WT
A. grrfsj
jrnrrHi ^rriV tt ?
kaaio " tomar kach theke ki » ami
_ei samanno saha.i .iotuku * pete nar i
na "
16. expression of reproach
"neat, fastidious"
"untidy, sloppy"
"appropriate"
verb stem, "increase"
"(to) overrate (someone)"
— lit. "increase the
price of"
i
o
ERIC
hiaiffliiffniiiTiaaa
chi chi fs
gochai r5rr^T?r
Ogochal CfTT^rr^
upojukto
bay a- ?FT^--
dam bayie de- 41 TvptiJ PT-
375
B. Come now* It»s not that . B. ^ ^ I STHTf^ qo d'tMl ^£«1
You overrate me, thinking “ ^
it alpprooriate for a slop - crrqT?[ TR <J TV PiPT 1
py person like me to
arrange the house *
ohi ohi * ta noe " amar mo to
Qgochal lokke * ghar sa.ianor
upo.iukto bhebe * tumi amar *
dam barie dile "
17« noun, "joke"
verb stem, "cry, weep"
causative, "cause to cry"
A» It *3 not a .joke; tell me
when you are coming* But
if it upsets the baby,
don* t come.
18. colloquial form, "night"
verb stem, "eat"
causative stem, "feed**
causative PAP, "having fed*'
compound stem, "cause
to be fed"
"while listening"; see
Grammar , 6 .
B. I can go tonight even;
when I have the baby fed >
he falls asleep while
listening to a story
from his father.
noun, "bother, nuisance"
causative verb stem,
"cause to take"
"will have to cause to
take"; see Grammar, ?•
verb stem, "reach"
compound verb, "cause
to reach"
-j?ha-t-j?a
kad- ^T*i—
kada-
A. 5rr"i&"r crrxc^ i or?r
1 ICil dOT* ^ I
thatta noe " kokhon ascho bolo "
tobe chele kadie * eso na "
rattir
kha“ TT-
khaoa- ^onT-
khaie
khaie de- PT-
sunte sunte
B. -cmsi ?rrfen:?it ^Tf?i ,
y«Tvj(.u ^ I
a.i rattirei .iete pari "
cheletake khaie dile ' or babar
kache ' gplpo sunte sunte ghumie
jhamela ^TUW
neoa-
neoate hobe I7j\3?Tn;^
poucho-, poucha- I —
pouche de- T^—
ERIC
571 ^-
"will have to cause
to reach"
B. The bother v/ill be only
” this> that you will have
to have someone take me
and brinis: me back Ci«e. >
"cause me to reach home") *
19 • A* We'll talk about taking
you home later; I'm won -
der inis; about who will
bring you *
pouche dite hobe INTvo ‘57^
B. ^ vor^ru^
TTOi crr^ wte
Too ^ I
.ihamela sudhu ei ' ,je tomake '
kauke die ' amake neoate hobe '
ar pouche dite hobe "
A. ^JT <TC?I ■51:^
" loiWI CTRT^ ^ 0T^T5 I
pouche debar kotha ' Pore hobe "
kake die ' tomae anai ' tai
bhabchi "
Lesson 22 > part 2» Grammar *
1. Causative verbs*
1.1. It will have been noted that the causative stem is formed by the
addition of /-a-/ to consonant-final stems, and /-oa-/ to vov/el-f inals.
Thus:
Consonant stem:
Por-
"wear"
Causative :
po ra-
"cause
dress"
to
wear.
PoV-
"read"
pe va-
"cause
teach"
to
read.
Vowel stem:
kha-
"eat"
Causative:
khaoa-
"cause
feed"
to
eat.
ja-
"go"
jaoa-
"cause
to
go"
1.2. The causative verbal noun is formed by the addition of /-no/ to the
stem + /a/ or /oa/ complex, thus:
dsekha- " show"
ana- "bring"
paoa- "cause to get"
d£i3khano
anano
paoano
"showing"
"bringing"
"causing to get"
1.2.1. The verbal noun suffix /-ba-/, used in the genitive, is also
affixed to the stem + /a/ or /oa/:
o
ERIC
375
pora- "dress"
khaoa- "feed"
porabar "of dressing"
khaoabar "of feeding"
1»2.2. The case endings are affixed to the /-a-/» /-oa-/» or /-ba-/
suffixes, as in other types of verbal nouns.
1.2* 3* Tense suffixes for the simple tenses and conditional conjunctive
suffix are added to the low stem + causative suffix complex.
1.3* Tenses formed on the base of the PAP (present completive, past
completive), the PAP itself, and the future imperative are somewhat
different.
1.3»1* The PAP is formed by the high stem of consonant-stem verbs,
except where the stem-vowel is /a/, plus the suffix /-i-/ plus the PAP
ending /-e/:
kena- "cause to buy" kinie "having caused to buy"
kora- "cause to do" korie "having caused to do"
1.3.2. The PAP of consonant-final stems v/here the stem-vowel is /a/ and
of vowel-final stems preserves the low stem, and adds the suffix /-i-/
and the PAP ending /-e/;
hasa- "cause to laugh" hasie "having caused to laugh"
paoa- "cause to get" paie "having caused to get"
1.3.3. The stems /de-/ and /ne-/ form a separate class, taking high
stems /di-/ and /ni-/;
deoa "cause to give" diie "having caused to give"
1.3.4. The verb formations based on the PAP add the regular tense and
personal ending complex to this causative PAP;
deekhabo
bosalum
koracchi
"I will show", etc.
"I caused to sit", etc.
"I am causing to do", etc.
"I was causing to go", etc
"If (I) feed"
jaoacchilum
khaoale
koriechi
khaiechi
"I have caused to do"
"I have fed"
376
1.3«5« ^he future imperative causitive adds the imperative ending /-o/
to the high stem + /i/ complex:
bosio
diio
2» Non- causative derivative stems:
2»1« 2here is a class of verbs in Bengali which is derived from noun
stems; the shape of the stem-foimis of these verbs is OVOa-, or, sometimes
in the colloquial, OVOo-. These are similar to causative stems in shape,
but do not have causative meaning* i3ome of them we have already met,
for example:
Noun Q-loss Verb Stem
ghum sleep ghumo-, ghuma-
douy run douyo-, douya-
2* 2* This class of verbs has several peculiar characterisitics.
2*2*1* The non-finite PAB may be formed from either the OVOo- or OVO-
stem:
samlie or sarnie "having restrained"
pouchie or pouche "having reached"
The stem /ghumo-/ forms a subclasp; only /ghumie/ occurs in PAP*
2*2*2* /poucho-/ presents the following three possibilities of causa-
tive foimiation:
2* 2* 2*1* PAP + causative auxiliary:
pouche deoa- "cause to reach"
take pouche diiechi "I caused him to reach"
2* 2* 2* 2* Causative PAP + suffixes, pouchie + chi, etc*:
take pouchiechi "I caused him to reach"
2* 2* 2* 3* Causative PAP -h non-causative auxiliary:
pouchie T do- "cause to reach"
take pouchie diechi "I caused him to reach"
GrlOSS
(to) sleep
(to) 2 ?un
"seat (him)"
"give (it)"
2. 2. 2.4. 'ihe formation in 2. 2. 2.1. occurs in one type of idiolect and
those in 2. 2. 2. 2. and 2.2.2.3» occur free-variantly in other types of
idiolects.
2.2.2.5» iPorms such as:
samla-
hatya-
satra-
kamya-
"restrain"
"grope"
"swim"
"bite"
though of different canonical shape, class with /poucho-/ , as above.
2.3. The forms /douyo-/ and /ghumo-/ also form a separate class pre-
senting the following possibilities of causative formation:
2.3.1. Noun stem + causative auxiliary, /kora-/, /ana-/, /pay a-/, etc.
douy kora-
douy deoa-
take douy koriechi
take douy diiechi
ghum payo-
take ghum payiechi
"cause to run"
"cause to run*'
"I caused him to run"
"I caused him to run"
"cause to sleep"
"I caused him to sleep
2.3.2. Causative PAP + suffixes = douyie + chi, etc.
take douyiechi "1 caused him to run"
2.3.3. However, the form /ghumiechi/, though it occurs, has non-
causative semantic value.
3. Comparative and superlative degrees of modifiers:
3.1. The comparative degree is formed by the use of the connective
/cee/, "than" and the adjective /aro/ , '*more". Note that that to which
the subject is being compared stands first in the clause or sentence:
amar cee*se lomba" He is taller than I.
amar cee’se aro lomba" He is even taller than I.
3.2. The superlative degree is indicated by the use of /sob cee/,
"than all".
378
se'sob cee'lomba He is tallest (i.e., he is taller
than everyone).
amader chattro-chattrira' Our students are the best (of all).
Sob cee bhalo"
4. 'fhe form /go/.
/go/ is a form of address, or, if you prefer, a vocative particle, which
is used between close friends or intimates in informal sitLiations. A
husband might use the form in addressing his wife, for example, or a
wife her husband. It is not a form which a foreigner can often use.
5* ^Dhe form /kach theke/.
"From (a person)" is always expressed by /kach theke/:
ami ’tar kach theke 'sunechi" I have heard it from him.
ami 'tar kach theke 'peechi" I have gotten it from him.
2here is another possible use. /kach/ means "near"; thus the expression
/•jjiebiler kache theke/, "from near the table", is possible.
6. Reduplicated infinitive, as in sentence 18.
A reduplicated infinitive gives the meaning "while (doing something) ";
basyate bseyate while wandering aroimd
colte colte while going
bhabte bhabte while thinking (reflecting)
7* 'fhe infinitive plus a third person form of the verb /ho-/ has the
force of "have/has to"; note the case inflection of the pronoun which
in the English sentence is the subject.
tomake amae'e-j?a pa-^hate hoe" You have to send it to me.
amake'83khon bayi'jete hobe" I have to go home now.
Lesson 22, part 3* Patterns .
1. Pattern: sentence 1.
a. I heard that you have made arrangements to decorate the room.
b. I heard that you have made arrangements to feed me tonight*
c. I heard that you have made arrangements to put the children to
sleep here.
ERIC
d* I heard that you have made arrangements to have the food brought
from home. ®
e. I heard that you have made arrangements to show your nictures
to me.
Pattern: sentence 2.
a. Yes, I have had many kinds of colors and cloths brought to
decorate the room.
b. Yes, I have had many kinds of food brought to feed you tonight.
0. Yes, I have had many rooms arranged to put the children to
sleep.
d. Yes, I have had arrangements made to have the food brought from
there.
e. Yes, I have had many pictures brought to show to you.
Pattern: sentence 3.
a. In which colors will you decorate the room on the night of the
celebration?
b. In which sari will you dress Lila on the night of the pu ,1 a ?
c. In which rooms will you put the children to sleep tonight?
d. In which rooms will we feed all the peo^-le tonight?
e. In which places will you show me the pictures?
Pattern: sentence 4.
a- Have I shown you the red cloth which my sister sent me the other
day?
b. Have I shown you the new ienares sari which I had (i.e.,
caused to be) bought the other day?
0. Have I shown you the south rooms, which I had decorated the other
day?
d. Have I shown you the rooms which I had arranged the other day?
e. Have 1 shown you this picture, which I had brought from Calcutta
the other day?
Pattern: sentence
a. You showed it to me yourself day before yesterday; I like that
cloth best of all.
b. Lila showed it to me yesterday; I like it better than this one.
c. Ham showed them to me this morning; I like them better than
these rooms.
d. You showed them to me yourself yesterday; I like them best of
all.
e. You have not shown me that one; I like it best of all.
Pattern: sentence 7*
a. Yes, if I decorate the room in that color, I will make it appear
very beautiful.
b. Yes, if I dress her in that, I will make her appear very beau-
tiful.
c* Yes, if we put the children to sleep in there, it will be very
good.
d* Yes, if we feed the people in these rooms, it will be very
convenient.
e. Yes. If I showed you my new pictures, you would like them even
better.
Pattern: sentence 8.
a. You are having lamps and such brought, aren’t you?
b. You are having food and such brought, aren't you?
c. You are having beds and such brought, aren't you?
d. You are having mats and such brought, aren't you?
e. You are having the pictures brought, aren't you?
Pattern: sentence 9.
a. He wants to have them brought, but I cannot be persuaded at all.
b. I want to have the food brought from Oalcutta, but he cannot be
persuaded at all.
c. I want to have new beds brought, but he cannot be persuaded at
all.
d. ¥e want to have them brought, and he is being persuaded.
e. I want to have them sold, but the painter cannot be persuaded
at all .
Pattern: sentence 10.
a. I hear that fifty or sixty guests are coming, \7here are you
going to put them all?
b. I hear that hundreds and hundreds of people are coming from the
city; where are you going to put them all?
c. I hear that many children are coming; will you put them all to
sleep in there?
d. I hear that thirty or forty people are coming; will you feed
them all in here?
e. I hear that many people are coming to see the pictures; will you
show all the pictures to them?
381
10* Pattern: sentence 11«
a* I’m wondering iDOth. where to seat them all and how to feed them*
h» I’m wondering "both where to seat them all and where to have
have them rest*
c* I'm wondering both where to put them to sleep and how to feed
them*
d* I'm wondering both where to feed them and where to seat them*
e* I'm wondering hoth how and where to show the pictures to them*
11 * Pattern; sentence 13 > 1^*
a* If I could come one day, we both could arrange the rooms*
h* If I could come one day, we hoth could see what could he done
where*
c* If I could come one day, you could arrange the room through me*
d* If I could come one day, you could get a little help from me*
e* Let it go* If I could come one day, we hoth could arrange the
rooms for showing the pictures*
12* Pattern: sentence 16*
a* I cannot keep from laughing; you overrate me, thinking it
appropriate for me to arrange the rooms*
h* I cannot keep from laughing; you overrate me, ^jhinking that I
could give you even a little help*
c* I cannot keep from laughing; you overrate yourself, thinking
that a person like you could help me arrange the room*
d* I could not help laughing; you overrate me, thinking it
appropriate for a person like me to arrange the rooms*
e. I could not help laughing, when I heard that two sloppy people
like us would arrange the rooms*
13 * Pattern: sentence 18*
a* dome now* It's not that* But I will have to have someone
Bring you and take you hack*
h. It's not a joke. I will have someone Bring you here and talce
you Back*
c* It's not a joke. But it will Be a Bother to you, that you will
have to have someone Bring me and take me Back*
d* Oome now* We'll talk later aBout taking me home; But you will
have to have someone Bring me here*
e* Oome now* V/e'll talk aBout arranging the rooms later* Wow we
villi have to talk aBout who will Bring me here and take me Back*
ERIC
582
Lesson 22> part 5* Sentence Drills *
Drill 1
— Have you fed tlie baby?
— Yesj I fed him an hour ago.
— ilnd have you dressed him?
— Yes 9 I have dressed him in his nev/ clothes.
— Has he been good today?
— Yes, he has slept most of the day. Home people came this afternoon
and tried to make him laugh.
— li^hy do people always make babies laugh or dance?
”-”I don't know. I decorated his room today with two new pictures and
some flowers.
— Have you shown Hina the new decorations?
— Yes. She doesn't like them.
— \7hy don't you make her feed the baby once in a while. She is old
enough.
— I made her feed the baby today. She didn't like it.
— V/hat does she like to do?
— She likes to make the baby laugh and dance. She dressed him in my new
sari today.
— I've been standing all day long. I think I'll go to sleep.
Drill 2
— V^hy are you lifting that chair? It's too heavy for you.
— I'm not lifting it. I'm only trying to move it over there.
— Let me move it for you. You rest for a while.
— All right. I bent the leg of it a little when I was trying to move it.
— Show me the place. I'll make it right.
— There is where I bent it. Gan you fix it?
— Yes, I'll fix it right away. Has the dog been sleeping all day?
— Ho, he bit the postman this morning.
— Is he all right now?
— Ho. V/hen the dog bit him the postman jumped and fell down the stairs.
— I'm not talking about the postman. Is the dog all right?
— Yes, he's all right.
o
ERIC
583
Lesson 22^ part Vocabulary *
khoka
baby
koci chele
bacca chele
baby
siri
stairs
pion
postiiian
kukur
dog
j othesto
enough
kokhono kokhono
once in a
v/hile
ghiAin-,
ghuma- ,
sleep
otha-
tola-
lift
nora-
move
(wiggle
sora-
move
(push)
bojka-
bend
kamra-
bite
lapha-
jump
lagano-
(to;
fix
mseramot
kora-
(to)
repair
cesta kora-
(to)
try
shake )
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